East Asian Studies, B.A., 2023

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Ae | UNIVERSITYATALBANY

State University of New York
Office of the Provost and Senior Vice President for Academic Affairs

April 25, 2023

Shadi Shahedipour-Sandvik, Ph.D.

Senior Vice Chancellor for Research, Innovation and Economic Development
And Interim Provost

State University of New York

System Administration

State University Plaza

Albany, NY 12246

Dear Dr. Shahedipour-Sandvik,

On behalf of the faculty at the University at Albany and College of Arts and Sciences, | am pleased to
submit our proposal for an update to our East Asian Studies BA registration and Distance Education for
this program.

This proposal has been considered and approved through our campus governance system. Should there
be a need for additional information or clarification to facilitate processing, please contact Kaitlyn
Beachner at kbeachner@albany.edu.

Thank you for your consideration and assistance.
Sincerely,

(allan

Carol Kim, Ph.D.
Provost and Senior Vice President for Academic Affairs

Attachment

c. Dean Jeanette Altarriba, College of Arts and Sciences
Vice Provost & Dean JoAnne Malatesta, Undergraduate Education
Program Revision Proposal:

Changes to an Existing Program

Form 3A
Version 2016-10-13

SUNY approval and SED registration are required for many changes to registered programs. To request a change to a
registered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the creation
of anew program,' a Chief Executive or Chief Academic Officer must submit a signed cover letter and this completed

form to the SUNY Provost at programreview@suny.edu,
Section 1. General Information
a) Institution's 6-digit SED Code: | 210500
Institutional Parr —
information Institution’ s Name: | University at Albany
Address: | 1400 Washington Avenue, Albany, NY 12222
b) List each campus where the entire program will be offered (with each institutional or branch
Program campus 6-digit SED Code):
Tocations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [X_] if not applicable:
o) Program Title: | East Asian Studies
Registered
Program to be SED Program Code} 31500
Changed Awaitl(s) (eg. A.A., B.S.):| BA.
Number of Required Credits: | Minimum[120 ] If tracksoroptions, layestminnam[ ]
HEGIS Code: | 0302
CIP 2010 Code: | 05.0104
Effective Date of Change: | Fall 2023
Effective Date of Completion? | Spring 2027
d) Name and title: Kaitlyn Beachner Richards, Staff Associate for Undergraduate Academic Programs
Campus Contact Telephone and enmil: 518-422-3941 kbeachner@albany.edu
e) Signature affirms that the proposal has met all applicable campus administrative and shared
Chief Executive or | governance procedures for consultation, and the institution’ s commitment to support the proposed
Chief Academic _| Program. E-signalures are acceptable. — ; ; ;
Officer Approval | Name and title: Carol Kim, PhD., Senior Vice President for Academic Affairs & Provost,

Signabure and date: CUED Apzil 25, 2023

If the program will be registered jointly? with one or more other institutions, provide the
following information for each institution:

Partner institution’ s name and 6-digit SED Code:

Name, title, and signature of partner institution’ s CEO (or append a signed letter indicating
approval of this proposal):

1 To propose changes that would create a new program, Form 3B, Creating a New Program from Existing Program(s), is required.

? If the current program(s) must remain registered until enrolled students have graduated, the anticipated effective date by which continuing students
will have completed the current version of the program(s).

3 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.

[Section 2. Program Information ]

[Section 2.1. Changes in Program Content ]

[] No changes in program content. Proceed to Section 2.2.
Check all that apply. Describe each proposed change and why it is proposed.

[X] Cumulative change from SED’ s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g., 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)

[X ]Changes in a programs focus or design.

xX ] Adding or eliminating one or more options, concentrations or tracks

[ ] Eliminating a requirement for program completion (such as an intemship, clinical placement, cooperative education,
or other work or field-based experience). Adding such requirements must remain in compliance with SUNY credit
cap limits.

[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules

Description & Reason for Changes:
Changes:

e Expansion of required credit load from 34 credits to 40 credits.

e First-year Chinese language courses will now be counted within major language requirements, previously it had.
not been part of requirements but to avoid ‘hidden requirements’ we are adding it into requirements.

e First and second-year language courses are being reorganized from 5-credit courses into 4-credit courses. The
reorganization is being done to ensure that the same levels of proficiency are attained despite the reduction of
one credit hour per course.

e Reformation of the relationship between language and culture components of the major. First- and seconc-year
language courses will now constitute the introductory aspect of the major with culture courses delivered at the
upper level.

e — Creation of a research process requirement consisting of two parts: an upper-division research method course
(AEAS 305) and an upper-division Research Capstone course (AEAS 490).

¢ — Creation of two tracks within the major: a Comparative East Asian Studies track, and a focused Korean Studies
track.

Justification:

The new requirements are designed to accomplish three intellectual goals: (1) ensure students achieve both East Asian
Janguage proficiency and gain greater expertise in East Asian cultural studies; (2) create a coherent, graduated pathway
from introductory material to more advanced coursework; and (3) develop research skills by aligning the program with
a research methods and capstone sequence that will require students who complete the program to have produced a
significant, undergraduate-appropriate research project.

Finally, the creation of a Korean Studies track enables students with a particular interest in Korean Studies to take
advantage of our expanded Korean Studies course offerings and secure a credential that recognizes that focus.

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b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly indicates

all new or significantly revised courses, and other changes.

2007 East Asian Studies B.A.
Requirements:

2023 Proposed Changes to East Asian
Studies B.A. Requirements (Comparative
Track):

35 credits:

40 credits:

Language Courses:

Language Courses: Choose language option to earn 20
credits in

CHI 300A and B - Intermediate Conversation and
Composition (3,3)

C tive options in 2023

Research Course Requirements (6 credits):

AEAS 305 - East Asian Studies Research Methods (3)

AEAS 490 - East Asian Studies Research Capstone (3)

Required Cultural and History Courses:

CHI 170W - China: Its Culture and Heritage (3)

Course removed from major requ S

HIS 379W - History of China | (3) Prereeet pane 379 - History of Premodern China
History AEA) 384 - History of Premodern J apan
Choose 1 (3)
Course AEAK 376- History of Premodern Korea

(3)

HIS 380W - History of China II (3) Modern | AEAC 380 - History of Modern China (3)
EastAsian [AEA 385- History of Modem J apan (3)
History
Choose | AEAK 377- History of Modern Korea (3)
Course

CHI 210L - Survey of Classical
Chinese Literature in Translation | (3)

Course removed from major re

Literature and Culture (2-3)

pa CHI 211L - Survey of Classical Course removed from major requirements
fe its of | Chinese Literature in Translation II (3)
following | CHI 212L - Modern Chinese m major requirements
courses: |_Literature in Translation (3)

CHI 389 - Topics in Chinese Course removed from major requirements

6 credits of elective courses from the
following list:

12 Credits of Upper-Level Electives: Courses 300+
with prefixes EAC, EAJ, EAK, or EAS.

CHI 160W - China: People and Places in the
Land of One Billion (3)

CHI 160) - China: People and Places in the Land | ©owse removed from electives options
of One Billion (3) - writing intensive
Course removed from electives options

CHI 199W - Introduction to the I-ching (3)

se removed from

CHI 220 - Chinese Calligraphy (3)

‘emoved from electi

CHI 290 - Ideology and Reality in Contemporary
China (2-3)

Course removed from electives options

EAS 321- Exploring the Multicultural City (3)

CHI 344W - Chinese Philosophies (3)

ourse removed from electives optior

AEAS 357 - Zen Buddhism (3)

AEAS 389 - Topics in East Asian History,
Literature, and Culture (3)

AEAS 450 - Readings i In Buddhistihexts (3)

CHI 410 - Readings in Vernacular Literature (3)

Course removed from ele

AEAC 301Y - advanced chinese 1 (3)

AEAC 302Y - Advanced Chinese II (3)

CHI 310 - Classical Chinese | (3)

changed to 400 leve

CHI 311 - Classical Chinese Il (3)

vanged to 400 level and not part of electives

AEAC 364 - China's Economic History (3)

AEAC 373 - Government and Politics in the
People’s Republic of China (3)

AEAC 374 - Crime and Punishment in Traditional
China (3)

AEAC 379 - History of Premodern China (3) (if not

einer etree taken for history requirement)
cimedene shes AEAC 380 - History of Modern China (3)
(if not taken for history requirement)
AEAC 389 - Topics in Chinese Literature, History,
and Culture (3)
Course listed above. Number Char AEAC 414 - Classical Chinese | (3)

CHI 470Z - Urbanization in China (3)

AEAC ae Readings i in Chinese Drama (3)

CHI 497 - Independent Study in Chinese (1-6)

€ not specifically requi

POS 373W - Government and Politics in the
People’s Republic of China (3)

Course remov ctives options

POS 376W - The Foreign Policy of the People’s
Republic of China (3)

Course removed from electives oj

SOC 343W - Chinese Society and Social Thought
(3)

Se removed from electives options

AEA) 301Y - Advanced J apanese | (3)

AEA) 302Y - Advanced J apanese II (3)

AEA) 384 - History of Premodern J apan (3)
(if not taken for history requirement)

AEA] 385 - History of Modern J apan (3)
(if not taken for history requirement)

AEA) 389 - Topics in J apanese Literature, History
and Culture (3)

AEAJ 423 - Practicum in Teaching J apanese (2)

AEA) 435 - Meiji Literature in Translation (3)

AEA) 436 - Fascism: J apan and Beyond (3)

AEA) 438 - World War Il: The J apanese View (3)

AEA) 460 - Readings in J apanese Religious
Studies (3)

AEAK 301 - Advanced Korean | (3)

AEAK 302 - Advanced Korean II (3)

AEAK 376 - History of Premodern Korea (3)
(if not taken for history requirement)

AEAK 377 - History of Modern Korea (3)
(if not taken for history requirement)

AEAK 389 - Topics in Korean Literature, History,
and Culture (3)

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AEAK 422 - North Korea History, Culture, and
Politics (3)

The above program is the comparative track within the East Asian Studies program. We also want to
offer as part of the East Asian Studies Program, a concentration in Koran Studies. For a student to
earn that distinction, their program would be the following:

2023 Proposed Changes to East Asian
Studies B.A. Requirements (Korean
Studies Track):

40 credits:

Language Courses:

AEAK 101 - Elementary Korean | (4)
Korean AEAK 102 - Elementary Korean II (4)
Language | AEAK 201 - Intermediate Korean | (4)
Option: (26 | AEAK 202 - Intermediate Korean II (4)
Credits) AEAK 301 - Advanced Korean | (3)
AEAK 302 - Advanced Korean II (3)
Research Course Requirements (6 credits):

AEAS 305 - East Asian Studies Research Methods
(3)

AEAS 490 - East Asian Studies Research Capstone
(3)

History Courses (6 credits):

AEAK 376- History of Premodern Korea (3)

AEAK 377- History of Modern Korea (3)

6 Credits of Upper-Level Electives:

AEAK 389 - Topics in Korean Literature, History, and
Culture (3)

AEAK 422 - North Korea History, Culture, and Politics
(3)

AEAS 321 - Exploring the Multicultural City (3)
AEAS 357 - Zen Buddhism (3)

AEAS 389 - Topics in East Asian History, Literature,
and Culture (3)

AEAS 450 - Readings in Buddhist Texts (3)

c) Foreachneworsignificantly revised couse, provide a syllabus at the end of this form, and, on the SUNY Faaulty
Tahle provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.

Please see appendix with syllabi.
d) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.

The Department of East Asian Studies anticipates no addition costs to the implementation of these changes. There are
three reasons for this:

1. The Department’ s faculty has expanded since the 2007 requirements were approved. It has the capacity to offer
the number of courses required with current full-time and part-time staffing.

2. The breadth of disciplines and regional foci covered in this program means that all courses in the department
will count for the general East Asian Studies track, while the expansion of the Korean Studies course offerings
since 2007 has already provided the courses needed to satisfy the focused Korean Studies track.

3. All courses required for the new requirements have already been created and are currently rmnning in routine
rotation.

5of 16
[Section 2.2. Other Changes

Check all that apply. Describe each proposed change and why it is proposed.

[ ] Programtitle

[ ] Program award

[X Mode of delivery
NOTES: (1) If the change in delivery enables students to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) If the change involves
adding an accelerated version of the program that impacts financial aid eligibility or licensure qualification, SED
may register the version as a separate program.

[ ] Fonmat change(s) (eg., from full-time to part-time), based on SED definitions, for the entire program
1) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.

[ ] A change in the total number of credits in a certificate or advanced certificate program

[ ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a licensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.

6of 16
[Section 3. Program Schedule and Curriculum

a) Forundergraduate programs, complete the SUNY Undergraduate Program Schedule to show the sequencing and

scheduling of courses in the program. If the program has separate tracks or concentrations, complete a Program.
Schedule for each one.

NOTES: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program
conforms to SUNY’s and SED’s policies.

Tt must show howa student can complete all program: within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(c): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor’s degree.
Bachelor’ s degree programs should have at least 45 credits of upper division study, with 24 in the major.

Tt must show how students in A.A., A.S. and bachelor’s programs can complete, within the first two years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses in the categories of Basic
Communication and Mathematics, and in at least 5 of the following 8 categories: Natural Science, Social
Science, American History, Western Civilization, Other World Civilizations, Humanities, the Arts and Foreign

Languages

Tt must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
Whena SUNY Transfer Path applies to the program, it must show how students can complete the number of
SUNY Transfer Path courses shown in the Transfer Path Requirement Summary within the first two years of full-
time study (or 60 credits), consistent with SUNY’ s Student Seamless Transfer policy and MIP 2013-03.

Requests for a programlevel waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request -with compelling justification(s).

EXAMPLE FOR ONE TERM: Undergraduate Program Schedule

Term 2: Fall 20xx
Course Number & Title Tr Prerequisite(s)
ACC 101 Principles of Accounting 4
MAT 111 College Mathematics 3 MAT 110
CMP 101 Introduction to Computers 3
HUM 110 Speech 3 BC 3 x
ENG 113 English 102 3 BC 3
Tem credit total: | 16 6 9 7 4

For graduate prograns, complete the SUNY Graduate Program Schedule. If the program has separate tracks or
concentrations, complete a Program Schedule for each one.

NOTE: The Graduate Schedule must include all curriculumrequirements and demonstrate that expectations from
Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of Education are met.

7 of 16
SUNY Undergraduate Program Schedule (OPTION: You can paste an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award:__ East Asian Studies B.A. (Comparative Track)

a) Indicateacademic calendar type: [ X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

b) Label each term in sequence, consistent with the institution’ s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Name of SUNY Transfer Path, if one exists:

d) Use the table to show how a typical student may progress through the prograi
Term 1: SE |

See Transfer Path Requirement Summary for details

/expand the table as needed. Complete all columns that app

to a cour:

Term
Cr |GER | LAS | Maj|TPath| New | Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title Cr LAS |Maj lew
AEAC 101 - Elementary Chinese | or 4 FL 4 4 xX AEAC 102 - Elementary 4 FL 4 4 x 101 Course in the
AEAJ 101 - Elementary | apanese | or Chinese Il or same language
AEAK 101 - Elementary Korean | AEAJ 102 - Elementary
Japanese Il or
AEAK 102 - Elementary
Korean
General Education: Humanities 3. | HU 3 Free Elective 3
General Education: Mathematics 3 MS 3 General Education: US History | 3 | AH 3
UUNI 110 - Writing and Critical Inquiry | 3 BC 3 General Education: Social 3 ss 3
Sciences
Free Elective 3
Tem credit totals:|_16 | 13 13 | 4 Term credit totals: | 13 | 10 10 | 4
Term 3: Term 4: e
Cr |GER | LAS | Maj| TPath | New | Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title Cr LAS |Maj lew
AEAC 201 - Intermediate Chinese | or | 4 FL 4 4 X | 102 Course of AEAC 202 - Intermediate 4] FL 4 4 x 201 Course of the
AEA 201 - Intermediate | apanese | or the same Chinese Il or same language
AEAK 201 - Intermediate Korean | language AEAJ 202 - Intermediate
Japanese Il or
AEAK - Intermediate Korean II
AEAC 379 Premodern History of China | 3 | OW 3 3 *Some AEAC380 Modern History of 3 | OW 3 3 *Some
or AEA) 384 Premodern History of options China or options
Japan new AEA) 385 Modern History of new
or AEAK 376 Premodern History of Japan or
Korea AEAK 377 Modern History of
Korea
General Education: Arts 3 AR General Education: Diversity 3 dV 3
General Education: Natural Science 3 NS 3 Upper Division Free Elective 3
Free Elective 3 Free Elective 3
Tem credit totals:| 16 | 13 10 7 Term credit totals: | 16 | 10 9 Z
Term 5: Term 6: e
Cr |GER | LAS | Maj| TPath | New | Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title Cr LAS |Maj jew
Upper Level AEAS, AEAC, AEA), or 3 3 3 *Most AEAS 305 - East Asian Studies | 3 3 3 Xx 1 year of Chinese,
AEAK (1 of 4) options Research Methods Japanese, or Korean
new
Upper Level AEAS, AEAC, AEA), or 3 3 3 *Most Upper Level AEAS, AEAC, 3 3 3 *Most
AEAK (2 of 4) options AEAJ, or AEAK (3 of 4) options
new new

LAS Elective 3 3 LAS Elective 3 3
LAS Elective 3 3 LAS Elective 3 3
Upper Division LAS Elective 3 3 Upper Division Free Elective 3

Tem 15 15 Tem credit total: 12
Term 7: Term 8:

Cr |GER | LAS | Maj|TPath| New | Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title Cr LAS |Maj New
Upper Level AEAS, AEAC, AEA), or 3 3 3 *Most Upper Division LAS Elective 3 3
AEAK (4 of 4) options
new

AEAS 490 East Asian Studies 3 3 3 x AEAS 305 Upper Division LAS Elective 3 3
Research Capstone
Upper Division LAS Elective 3 3 Upper Division LAS Elective 3 3
Upper Division Free Elective 3 LAS Elective 3
Free Elective 3 Free Elective 3

Term credit totals: Term credit totals:

Elective & Upper [i yoe eo Number of SUNY GER Categories:
Program Totals (in credits): Other: Division: 45 Major:
121 46 51 24

KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Arts & Sciences (Enter credits) Maj: Major requirement (Enter credits) TPath: SUNY Transfer Path
Courses (Enter credits) New: new course (EnterX) Co/Prerequisite(s): list oo/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category

Abbreviations: American History (AH), Basic Communication (BC), Foreign Language (FL

‘Westem Civilization (WC)

.), Humanities (H), Math (M), Natural Sciences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),
SUNY Undergraduate Program Schedule (OPTION: You can paste an Exod version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award:__East Asian Studies B.A. with a Concentration in Korean Studies

e) Indicateacademic calendar type: [ X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

f) Label each term in sequence, consistent with the institution’ s academic calendar (e.g., Fall 1, Spring 1, Fall 2)

g) Name of SUNY Transfer Path, if one exists: See Transfer Path Requirement Summary for details
h) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.
Term 1: eo Term 2: ee
Cr |GER | LAS | Maj| TPath | New | Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title Cr LAS |Maj New
AEAK 101 - Elementary Korean | 4 FL 4 4 XxX AEAK 102 - Elementary 4 FL 4 4 xX 101 Course in the
Korean same language
General Education: Humanities 3 HU 3 Free Elective 3
General Education: Mathematics 3 MS 3 General Education: US History | 3 | AH 3
UUNI 110 - Writing and Critical Inquiry | 3 BC 3 General Education: Social 3 Ss 3
Sciences
Free Elective 3
Term credit totals: |_16 | 13 13. | 4 Tem credit totals: | 13 | 10 10 | 4
Term 3: Term 4: ex
Cr |GER | LAS | Maj| TPath | New | Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title Cr LAS |Maj New
AEAK 201 - Intermediate Korean | 4 FL 4 4 Xx 102 Course of AEAK 202 - Intermediate 4) FL 4 4 x 201 Course of the
the same Korean Il same language
language
AEAK 376 - History of Premodern 3 | OW 3 3 *Most AEAK 376 History of Modern 3 | OW 3 3 xX
Korea options Korea
new
General Education: Arts 3 AR General Education: Diversity 3 DV 3
General Education: Natural Science 3 NS 3 Free Elective 3
LAS Elective 3 3 Free Elective 3
Term credit totals: |_16 | 13 14 us Term credit totals: | 16 | 10 10 vi
Term 5: Term 6:
Cr GER | LAS | Maj|TPath | New |Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title [Cr LAS | Maj New
AEAK 301 - Advanced Korean | 3 3 3 X | EAK 202 AEAK 302 - Advanced Korean | 3 3 3 x EAK 301
i
Upper Level AEAK or AEAS (1 of 2) 3 3 3 *Most AEAS 305 - East Asian Studies | 3 3 3 x 1 year of Chinese,
options Research Methods Japanese, or Korean
new
LAS Elective 3 3 LAS Elective 3 3
LAS Elective 3 3 LAS Elective 3 3
Upper Division Free Elective 3 Upper Division Free Elective 3
Term credit totals: | 15 12 | 6 Temcredit totals: | 15 12 | 6
Term 7: Term 8:
Cr |GER | LAS | Maj| TPath | New | Co/Prerequisit GER TPath Co/Prerequisites
Course Number & Title es Course Number & Title [Cr LAS |Maj New

AEAS 490 East Asian Studies 3 3 X — | AEAS 305 Upper Level AEAS or AEAK (2 | 3 a 3 *Most
Research Capstone of 3) options
new
Upper Division LAS Elective 3 Upper Division LAS Elective 3 3
Upper Division LAS Elective 3 Upper Division LAS Elective 3 3
Upper Division Free Elective 3 LAS Elective 3 3
Free Elective 3 Free Elective 3
Tam aviit totals: [75 3 | Term credit totals:[ 15 D3
Total SUNY LAS: | Major: Elective & Upper [TA TSCNME Number of SUNY GER Categories:
Program Totals (in credi Credits: GER: 92 40 Other: Division: 45 Major:

121 44 57 24

KEY Cr: credits GER: SUNY General Education Requirement (Enter Category Abbreviation) LAS: Liberal Arts & Sciences (Entercredits) Maj: Majorrequirement (Enter credits) TPath: SUNY TransferPath

Courses (Enter credits) New: new course (EnterX) Co/Prerequisite(s); list co/prerequisite(s) for the noted courses Upper Division: Courses intended primarily for juniors and seniors SUNY GER Category
Abbreviations: American History (AH), Basic Communication (BC), Foreign Language (FL), Humanities (H), Math (M), Natural Sciences (NS), Other World Civilizations (OW), Social Science (SS), The Arts (AR),

‘Westem Civilization (WC)

i.
SUNY Graduate Program Schedule OPTION: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.)

Program/Track Title and Award:

a) Indicateacademic calendar type: [ ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):

b) Label each term in sequence, consistent with the institution’ s academic calendar (e.g, Fall 1, Spring 1, Fall 2)

c) Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
d) Complete the last row to show program totals and comprehensive, culminating elements. Complete all columns that apply to a course.

Term 1: Term 2:
Course Number & Title Credits _| New | Co/Prerequisites Course Number & Title Credits | New |Co/Prerequisites

Term credit total: PE Term crecit total: Po
Term 3: Term 4:
Course Number & Title Credits | New | Co/Prerequisites Course Number & Title Credits | New |Co/Prerequisites

Term credit total: Pe ‘Term cretit total: Po
Term 5: Term 6:
Course Number & Title Credits | New | Co/Prerequisites Course Number & Title Credits | New |Co/Prerequisites

Tam ait total: Po Tam credit total: Po
Term 7: Term 8:
Course Number & Title Credits | New | Co/Prerequisites Course Number & Title Credits | New |Co/Prerequisites)

Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if
Program Total: Credits: applicable:

New: X if new course

Prerequisite(s): list prerequisite(s) for the listed courses

[Section 4. SUNY Faculty Table

a) If applicable, provide information on faculty members who will be teaching new or significantly revised courses in the program. Expand the table as needed.

b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member

(a)

(©

(d)

(e)

)

Rank at the Institution

Director.)

Faculty Member Name and Title and/or

(Include and identify Program

PART 1. Full-Time Faculty

BYON, Andrew
Associate Professor

% of Time
Dedicated
to This
Program

100

Program Courses
Which May Be
Taught
(Number and Title)

AEAK101
Elementary Korean
T; AEAK102
Elementary Korean
Tl; AEAK301
Advanced Korean I;
AEAK302 Advanced
Korean II;

Highest and Other
Applicable Earned
Degrees (include C ollege
or University)

PhD. The University of
Hawai'i at Manoa

Discipline(s) of Highest
and Other Applicable
Earned Degrees

East Asian Languages
and Literatures

Additional Qualifications: List
related certifications and
licenses and professional

experience in field.

CHEN, Fan-Pen
Associate Professor

100

AEAC423 Practicum
in Teaching Chinese

Ph.D. Columbia University

East Asian Literatures
and Cultures

DEBLASI, Anthony
Associate Professor

Undergraduate Program Director

100

AEAC364 Chinese
Economic History;
AEAC374 Crime
and Punishment in
Traditional China;
AEAC379 History of
Premodem China;
AEAC380 History of
Modem China;
AEAC 389 - Topics
in Chinese
Literature, History,
and Culture,
AEAC414 Classical
Chinese I; AEAC389
Topics in Chinese
Literature, History,
and Culture;
AEAS305 East
Asian Studies
Research Methods;

PhD. Harvard Univesity

East Asian Languages
and Civilizations

(a)

(d)

)

Faculty Member Name and Title and/or
Rank at the Institution
(Include and identify Program

Director.)

% of Time
Dedicated
to This
Program

Program Courses
Which May Be
Taught
(Number and Title)

Highest and Other
Applicable Earned
Degrees (include College
or University)

Discipline(s) of Highest
and Other Applicable
Earned Degrees

Additional Qualifications: List
related certifications and
licenses and professional

experience in field.

AEAS490 East
Asian Studies
Capstone

FESSLER, Susanna
Professor

100

AEAJ301 Advanced
Japanese I; AEAJ302
Advanced Japanese
TI; AEAJ435 Meiji
Literature in

PhD. Yale University

East Asian Languages
and Literatures

KWON, Peter B.
Assistant Professor

100

AEAK376 History of
Premodem Korea;
AEAK377 History of
Modem Korea;
AEAK389 Topics in
Korean Literature,
History, and Culture;
AEAK422 North
Korea History,
Culture, and Politics

PhD. Harvard University

History and East Asian

PERSON, John
Associate Professor

100

AEAJ384 History of
Premodem Japan;
AEAJ385 History of
Modem Japan;
AEAJ436 Fascism:
Japan and Beyond

PhD. University of
Chicago

East Asian Languages
and Civilizations

PROFFITT, Aaron
Associate Professor

100

‘AEAJ460 Readings
in Japanese
Religious Studies;
AEAS357 Zen.
Buddhism;
AEAS389 Topics in
East Asian History,
Literature, AEAS460

PhD. University of
Michigan - Ann Arbor

Buddhist Studies

WANG, Fang
Part-line Lecturer

100

MS. University at Albany

Cuniculum
Development and.

fa) b) © (d) © )
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College | and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
T; AEAC102 Instructional
Elementary Chinese Technology (CDIT)
Tl; AEAC201
Intermediate Chinese
T; AEAC202
Intermediate Chinese
I
WOJNOVICH, Michiyo 100 AEAJ101 MS. University at Albany | Teaching English to
Lecturer Elementary Ji (SUNY) Speakers of Other
T; AEAJ102 Languages (TESOL)
Elementary Ji
TI; AEAJ201
Intermediate
Japanese I; AEAJ202
Intermediate
Japanese II;
‘AEAJ423 Practicum
in Teaching Japanese
CHEN, Cheng 20 AEAC373 PhD. University of Political Science
Professor Govemment and Pennsylvania
Politics in the
People’s Republic of
China
HUANG, Yougin 20 AEAC160 China: PhD. University of Geography
Professor People and Places Califomia, Los Angeles
NARINS, Thomas 20 AEAC260 Chinain | PhD. University of Geography
Associate Professor the Global Arena Califormia, Los Angeles
LEE, Yi-Chen 100 AEAC 301 PhD. University of East Asian Studies
Instructor Advanced Chinese I, | Wisconsin at Madison
AEAC 301
Advanced Chinese II
Part 2. Part-Time Faculty
MASON Jinyoung Kang 100 AEAK201 M.A. Califomia State Teaching English to
Part-line Lecturer Intermediate Korean | University Dominguez Speakers of Other
I, AEAK202 Hills Languages (TESOL)
Intermediate Korean

(a) (b) © (d) © ()
Faculty Member Name and Title and/or | % of Time | Program Courses Highest and Other Additional Qualifications: List
Rank at the Institution Dedicated Which May Be Applicable Earned Discipline(s) of Highest related certifications and
(Include and identify Program to This Taught Degrees (include College | and Other Applicable licenses and professional
Director.) Program | (Number and Title) or University) Earned Degrees experience in field.
OHATA, Kazumi 100 AEAJ101 M.S. University at Albany =| Cuniculum
Part-line Lecturer Elementary Japanese Development and.
I Instructional
Technology
BARBADORO, Amelia 20 AEAS321 Exploring | Ph.D. City University of Urban Education Policy
Part-line Lecturer the Multicultural New York Studies

City

Part 3. To-Be-Hired Faculty (List as
TBH1, TBH2, etc., and provide
expected hiring date instead of name.)

16
East Asian Studies Syllabi:

East Asian Studies Courses:

AEAS 305 — East Asian Studies Research Methods

AEAS 321 — Exploring the Multicultural City

AEAS 357 — Zen Buddhism

AEAS 389 — Topics in East Asian History, Literature, and Culture
AEAS 450 — Readings in Buddhist Texts

AEAS 490 — East Asian Studies Research Capstone

Chinese Courses:

AEAC 101 — Elementary Chinese |

AEAC 102 — Elementary Chinese II

AEAC 301Y — Advanced Chinese |

AEAC 302Y — Advanced Chinese II

AEAC 364 — China’s Economic History

AEAC 373 — Government and Politics in the People’s Republic of China
AEAC 374 — Crime and Punishment in Traditional China

AEAC 389 — Topics in Chinese Literature, History, and Culture

Japanese Courses:

AEAJ 101 — Elementary Japanese |

AEAJ 102 — Elementary Japanese II

AEAJ 201 — Intermediate Japanese |

AEAJ 202 — Intermediate Japanese II

AEAJ 301Y — Advanced Japanese |

AEAJ 302Y — Advanced Japanese II

AEAJ 384 — History of Premodern Japan

AEAJ 385- History of Modern Japan

AEAJ 389 — Topics in Japanese Literature, History and Culture
AEAJ 435 — Meiji Literature in Translation

AEAJ 436 — Fascism: Japan and Beyond

AEAJ 438 — World War II: The Japanese View

AEAJ 460 — Readings in Japanese Religious Studies

Korean Courses:

AEAK 101 — Elementary Korean |

AEAK 102 — Elementary Korean II

AEAK 201 — Intermediate Korean |

AEAK 202 — Intermediate Korean II

AEAK 301 — Advanced Korean

AEAK 302 — Advanced Korean II

AEAK 376- History of Premodern Korea

AEAK 377- History of Modern Korea

AEAK 389 — Topics in Korean Literature, History, and Culture
AEAK 422 — North Korea History, Culture, and Politics
EAS 305 (7961)
East Asian Studies Research Methods
(3 Credits)
Fall 2022

Asynchronous Online Course

Instructor: Associate Professor Anthony DeBlasi
Office: Humanities 244

Phone: 442-5316
e-mail: ¢ asi@albany.edu
Office Hours: Tuesday 2:00 - 3:30 p.m.; Thursday 9:30 - 11:00 a.m.; and by appointment.

Course Description:

This course will introduce research methodology and bibliographic methods in East Asian Studies.
Students will develop research skills that will include framing research topics, compiling resources
from library catalogs and online journal databases, especially East Asian Studies databases, and
evaluating scholarly resources. Students will also learn how to use various East Asian Studies
reference materials, which will enable them to develop mastery of ancillary research techniques.

Prerequisite: This course has a strict prerequisite of at Jeast one year or its equivalent proficiency in
Chinese, Japanese, or Korean language. Students who do not have this level of language
proficiency are not qualified or prepared for the course. At the start of the semester each
student must choose a language group (Chinese, Japanese, or Korean). From that point
forward, reading, homework assignments, and examinations are all keyed to that group
choice. These will require proficiency in the chosen language up to completion of the first-
year sequence (two semesters).

Course Objectives:
e Ability to develop and frame research projects.
e Mastery of library usage and scholarly database searching.
e Mastery of technical aspects of research, including ancillary techniques, project formatting,

and source compilation.
Required Texts:

Students are required to acquire two books as follows:
e = =Turabian, Kate et al. A Manual for Writers of Research Papers, Theses, and Dissertations.
9" ed. Chicago: Chicago University Press, 2018. ISBN-13: 978-0226430577
e Each student must also purchase the required dictionary associated with your chosen
language (you need purchase ONLY ONE (1) of the following):
e Chinese Language Students: Oxford Pocket Chinese Dictionary. 4° Edition.
Oxford: Oxford University Press, 2009. ISBN-18: 978-0198005940
e Japanese Language Students: The New Nelson Japanese-English Character
Dictionary. SBN-13: 978-0804820363. DO NOT buy the “Compact” version.
e Korean Language Students: A Guide to Korean Characters: Reading and Writing
Hangtil and Hanya. Elizabeth, NJ and Seoul: Hollym. ISBN: 0-930878-13-2

(Confirm ISBN since it may be marked as either “Second Revised Edition” or
“Third Revised Edition.” Both are fine).
You can acquire these from whatever book provider you prefer. Used copies are fine (just be sure
to pay attention to the editions and the ISBN numbers to make sure you have the correct books).

Technical Requirements:
1. This class assumes that all students will be actively using their UAlbany e-mail account. If
you prefer to receive your e-mail through another account, make sure that you set up the
proper forwarding protocol. Students must also have a valid student ID and logon
credentials that allow them to access UAlbany library materials.
2. This course has an extensive course page on the Blackboard system. All course
assignments must be completed through Blackboard. All course materials will be available
through the Blackboard system, including links to required reading (see #3 below). I expect
you to CHECK BLACKBOARD REGULARLY to make sure you understand what is
expected of you.
3. Given the nature of the course, it is important that you

y up to date with all assignments.
T strongly recommend that you set your course notifications in Blackboard so that you
receive regular reminders for upcoming due dates.

It is your responsibility to ensure you have the required texts and access to the Bla
Contact me immediately if you have any trouble with acquiring the books or acce

ng Blackboard.

Course Requirements and Grading:

Course grades are calculated as follows:

Homework Assignments: 30%

Midterm Examination: 15%

Annotated Bibliography: 30%

Final Examination: 20%

Class Engagement: 5%
Class Engagement:

This is an asynchronous, online class. Therefore, we do not have regular class meetings. Each
student will, however, meet with me twice during the semester (for about 15 minutes each time).
Class engagement consists of you keeping your appointment and showing up to the meetings
prepared. These meetings will occur in Week 7 and Week 12 (see schedule below). Meetings will
occur at a mutually arranged time either in my office on campus or via Zoom (whichever is most
logical given each student’s situation). Detailed information about these meetings will be
distributed via Blackboard in the coming weeks.

Lectures and Reading:

There are two types of video lecture captures: (1) lectures for all students; and (2) lectures specific
to each language group. In addition to lectures, required reading also consists of: (1) readings
required of all students; (2) readings specific to each of the language groups; and (3) web resource
links for review. Watching the lecture captures and completing assigned reading is required. These
are essential for completing homework, doing well on the examinations, and producing the
required annotated bibliography.

Homework Assignments:

Each week there is required homework. Homework is due on Sunday each week as indicated in
the schedule below. Late homework will be penalized according to the grading policies.
Homework assignments appear in the language group folders within each weekly module. Each
has a prefix indicating which language and a number indicating when it falls in the semester
schedule. Thus, CHW2, JHW2, and KHW?2 refer to the second homework assignment of the
semester for the China, Japan, and Korea groups respectively.

Examinations:
There is a midterm examination and a final examination to assess your progress in mastering
research skills. You will receive study guides in advance of the examinations to help you prepare.

Annotated Bibliography:

The main research project for this class is the production of an annotated bibliography on a
research subject chosen in consultation with me. The annotated bibliography will demonstrate
your ability to identify quality sources and evaluate their relevance to your chosen project. Detailed
instructions and grading standards will be available through Blackboard.

Grading policies:

Please note the following polic

1. Letter grades are assigned according to the following scale: A=93-100, A-=90-92, B+=87-89,
B=83-86, B--80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69, D=63-66, D-=60-62, E=less
than 60. Please note that work never turned in counts as a zero (().

2. Late bibliographies lose three points for each day late (thus a bibliography meriting a grade of 87
will receive an 81
day late.

8. I do not give make-up examinations or extensions unless you have an acceptable and
documented excuse (e.g., illness or family emergency). Note that New York State law
Section 224-A provides for reasonable accommodation for classes and assignments missed
due to religious observances. If you anticipate missing some part of the course for religious
observances, please notify me ahead of time, so we can make appropriate arrangements.

A. I will not consider requests for incompletes without a clearly documented and acceptable
reason. Requests must conform to the University’s regulations concerning course
incompletes.

rism is using or purchasing the words or ideas of another and passing them off as one's
own work. Ifa student quotes someone in any assignment (bibliography, homework, or
examinations), that student must use quotation marks and give a citation. Paraphrased or
borrowed ideas must be identified by proper citations. Plagiarism will result, at the
minimum, in a zero (0) for the assignment. I reserve the right to fail you for the course if I
catch you plagiarizing or cheating on homework, tests, or the bibliography. Note that
copying a classmate’s assignments also constitutes plagiarism and will be penalized
accordingly. A full discussion of Academic Integrity and UAlbany regulations in available in
the Undergraduate Bulletin:
https://www.albany.edu/undergraduate_bulletin/regulations.html

6. If there are extenuating circumstances that you anticipate will unduly affect your work in the

course, it is your responsibility to speak with me IN ADVANCE.

is two days late). Late homework assignments lose 2 points for each

5. Plagi:

SEMESTER SCHEDULE

Key: VLC A# = Video Lecture Capture all students must watch. These appear in the Weekly
Module root folder.
VLC L# = Video Lecture Captures required for each language group. These appear in your

language-group subfolder within each We

{odule folder. Each country has a specific

file prefix: WLC C# for China-related lectures; VLC J# for Japan-related lectures; and
VLC K# for Korea-related lectures.
“R All”: Readings required of all students and appears in the Weekly Module root folder.

RL = Readings required for each language group that appear in the language-group subfolder
within each Weekly Module folder.

Week # Module PowerPoint Lectures and Required Reading | Homework due
(Dates) (11:59 p.m. Sunday)
Week | Introduction: VLC Al: Course Introduction Homework:
8/22-8/28 What is Research? | VLC A2: What is Research? What is Research?

R All: Readings on the Process of Research

Sources:
Libraries and the

VLC

: Academic Libraries
AA (a and b): Books, Journals, and
Databases

Homework:
Research Databases

Research Papers

VLC L2 Inputting East Asian Languages

R All: Turabian Assignment

Internet

VLC LI Language-specific Databases

R All: Readings on Locating Sources
Nuts and Bolts: VLC AS: Citation and Plagiarism Homework:
Citation and VLC A6: Research Paper Formatting Citation Methods
Formatting

Tutorial” and
submit Tutorial
Completion Credit
Form

Week 4
9/12-9/18

Annotated
Bibliographies and
Evaluation of
Sources

VLC A7: Bibliographies and Source
Evaluation

RAI:
e = =Turabian assignment
e Annotated Bibliography Project
Requirements

e Review Source Evaluation Form

RL: Scholarly Article for Evaluation

Homework:
Article Evaluation

Week 5 Using East Asian VLC A8 Character Dictionaries Homework:
9/19-9/25 Language Using a Character
Dictionaries R All: Review Morohashi Radical Table Dictionary
VLC L3 East Asian Language Dictionaries
and Sinitic Characters
RL: Specific Readings in Language Group
subfolders
Week 6 Transliteration and | VLC A9: East Asian Romanization Homework:

9/26-10/2

Language Reform

VLC L4 East Asian Language Romanization
VLC L5 Language Reform in East Asia

RL: Reading on Romanization of specific East
Asian languages.

RL: Review Romanization web reference

East Asian
Language Reform
and Transliteration

materials.
Week 7 MIDTERM ARRANGED MEETING TO DISCUSS MIDTERM
10/3-10/9 ANNOTATED BIBLIOGRAPHY | WINDOW:
FRIDAY 10/7,
12:00 a.m. to 11:59
p.m.
Week 8 The Discipline of —| VLC A10: Historical Studies Homework:

10/10-10/16

History

VLC L6:

Historical Issues for specific East
an countries

RL: Readings on historical research about

specific East Asian countries

RL: Review country-specific web resources.

Historical Research

Week 9
10/17-10/23

Calendars and
Historical Time

VLC A11: East Asian Calendars
VLC L7: Timekeeping in East Asian Cultures

RL: Readings on Calendars and Timekeeping
in East Asian Cultures

RL: Review web resource links.

Homework:
Calculating Time

Week 10
10/24-10/30

Literature and

Lit

ary Studies

VLC A12: Literary Studies

VLC L8: Literary Scholarship in East Asian
Traditions

RL: Review online resource links related to
the literature of East Asian cultures.

Homework:
Literature

Annotated
Bibliography
Research Question

Week 11
10/31-11/6

Life Stories:
Biography and

VLC A18 Life Stories and Biography

Homework:
Biography and

Government VLC L9: Biographical information in specific | Bureaucr:
Ranks cultures.
RL: Review readings and web resources on
country-specific biographical information.
Week 12 Lives of VLC AI4: East Asian Religion and Homework:
11/7-11/13 Contemplation: Philosophy Religion and
Religion and Philosophy
Philosophy RL: Review links to web resources on East
Asian Religion and Philosophy
ARRANGED MEETING TO DISCUSS
ANNOTATED BIBLIOGRAPHY
PROGRESS
Week 13 The Social VLC A15: Social Science and Digital Homework:

11/14-11/20

Sciences and
Statistics

Humanities in the Study of East Asia

VLC L10: East Asian Approaches to
Counting and Measurement

R All: Reading on the nature of the social
sciences.

RL: Readings on Measurement in East Asian
Countries

Measurement and
Statistics

Week 14 HOLIDAY ANNOTATED
11/21-11/27 | WEEK BIBLIOGRAPHY
DUE
Week 15 Making Sense of | VLC A16: East Asian Geography Homework:
11/28-12/4 the World: Geography
Geographical RL: Review materials on country-specific
Knowledge geographical issues.

FINAL EXAMINATION WINDOW: THURSDAY, DECEMBER 8, 12:00 a.m.

- 11:59 p.m.

SUNY University at Albany
Course Syllabus

Course: Exploring the Multicultural City - AGOG 321Y / AEAS321Y / ALCS321Y
Term: Spring 2021

Term Dates: February 1, 2021 — March 19, 2021

Campus: UAlbany Online (Virtual Campus)

Office Hours: By Appointment

Instructor Info:

Instructor Name: Amelia Barbadoro, J) D, PhD
E-mail: abarbadoro@ albany.edu

Credit Hours: 3

Prerequisites: N/A

Required Reading and Software:

1. All students will need a computer with Internet access as well as
access to Zoom and Blackboard to participate in this course.

2. Textbook: Multicultural Cities: Toronto, New York, and Los Angeles

Author: Mohammed Abdul Qadeer

ISBN-10: 9781442630147

ISBN-13: 978-1442630147

Publisher: University of Toronto Press, Scholarly Publishing Division

**P lease purchase your textbook immediate so that you can actively participate.

Multicultural

Course Description

This course will explore the human dimensions and implications of racial and
ethnic diversity in urban cities. The course is designed to provide an examination
of the broad construct of culture and explore how the characteristics of culture
impact personal identity, geographic identity, access to education, social mobility,
power and influence. The course explores geographical locations as cultural
systems and questions concepts at the heart of multicultural interactions in living,
learning and coexisting.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
Students are expected to:

e Participate in reflective discussions and explore their own feelings about,
perceptions of, and experience with culture;

e Develop intellectual competencies spanning cultural and international
boundaries; and

e Prepare to be more effective in diverse settings in order to more effectively
influence and advocate for systemic change.

Course Outcomes

Throughout this course, students will have the opportunity to:

e Study the history of immigration in the United States and the effects of
racial and ethnic diversity in urban environments;

e Assess the ways in which one’s culture shapes their worldview, perception
and roles within society;

e Examine the ways in which institutions perpetuate dominant cultural
norms and access to education;

e Explore strategies that individuals and groups can develop to influence
cultural norms; and

e Expand leadership capacity by examining concepts and theories of
influence and power.

Course Methodology

Each week, you will be expected to:
1. Review the week's learning objectives;
2. Complete all required reading / writing assignments by due dates; and
3. Participate in the Discussion Board, based upon each week’s instructions.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
2
PARTICIPATION / DISCUSSION BOARD
(Weekly Posts: 30%)

Discussion Board Summary:

In an online course, participation occurs primarily through the “Discussion Board.”
Students are expected to participate in class discussions through the Discussion Board
every week. Personal illness, urgent family business, work-related issues, and similar
occurrences will always be considered, but students must contact me, via email, prior to
a due date to discuss why a post or assignment will be late.

The Discussion Board allows us to interact with one another — to “talk” to one another —
even though we are not meeting in a live, on-ground classroom. This course is anchored
in the belief that discussions are at the core of graduate learning, and also that cultural
proficiency involves the ability to engage with others in challenging discussions about
culture, equity and power.

Our challenge is to create RICH, VIBRANT discussions that help people:

+ Articulate and, at times, reconsider their ideas;

+ Make connections among varying aspects of a topic;

+ Learn about new perspectives and new ways of connecting topics;

+ Identify more clearly how arguments are supported or not supported; and
+ Envision, articulate and consider solutions to identified problems.

Each of you has a vital role to play in creating rich, vibrant discussions. When you
contribute to the Discussion Board, you should be guided by the question, “Is this adding
to the creation of a discussion that advances our thinking and learning?”

Important: The nature of this course demands that the content is informative, current,
and provocative. Our online discussions will be robust and engaging; however, they
should also be courteous and respectful, even in disagreement. Please remember this
requirement when you post.

Discussion Board Details:

e You will be counted as “present” for a class week, when you participate in that
week’s Discussion Board. If you do not post at all, or you do not post substantive
responses, you will either not be counted as having attended / participated in
class that week, or you will be given partial credit.

e Discussion Board / Participation = 30% of total grade

Posting Expectations:

Posts (Primary and Secondary) are all expected to be 2-3 substantive paragraphs in length
and should reflect thoughtful analysis that supports your argument or opinion on the topic being
discussed. You may submit extra posts to compensate if your first 3 posts are shorter than the
requisite 2-3 paragraphs (in order to receive full credit for that week). Each postis due at the end
of the day on the stated due date (11:59pm).

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
3
Posting Expectations, Cont.:

Each week, you are expected to:

Note:

Post one “Primary Response” due by Thursday of each Week
A Primary Post = a Response to the professor’s “prompt” that will be provided each

In your Primary Post: You are expected to analyze, critique, and synthesize the
anchor readings/videos and to discuss them in connection with one another. Pull
out the key arguments/main points. This is different than summarizing.

At the end of your initial post, you will pose one or two questions that can launch
a high-level discussion about the topics raised in the assigned materials. Do NOT
ask questions that will yield a yes or no answer such as "Did you like the
readings?"

Post two “Secondary Responses” due by Sunday of each Week

Secondary Response =Response to another student’s post

NOTE: Final Week — Please view the Discussion Board post due dates, as they are
different for our final week.

Posts can include urls (links to websites), podcasts, or videos relevant to the topic
and can reference external readings, news articles, etc. If you provide a link to an
article, video or website in your post, you are expected to discuss that article in
your post. Provide a short summary of the topic as well as a comment and/or
questions for your classmates.

| do not require any formal citation method within the Discussion Board. You do not
need to list the sources referenced at the end of your posts. What | do ask is that
you make clear to your readers what works you are referring to my naming the
author and/or title. If you use a direct quote, give the page number in case a reader
is interested in finding the quote.

Posts should be thoughtful and courteous - even if you disagree with another
individual’s post. Professional and respectful debate is encouraged; just be sure to
always support your argument/assertion. Simply agreeing or disagreeing with a
classmate’s post will not constitute a complete post. You are expected to explain
why you agree or disagree. Posts that are just a few sentences long will not be
given full credit.

IMPORTANT: | encourage you to connect the issues raised in the readings to real-life examples
you’ve experienced, but also be sure to keep the discussion connected to the
readings/video/lecture. Continue to refer back to the readings and videos, making connections
between your thoughts and the writers’ thoughts. Keep them in the conversation, so to speak.
Push the conversation to dig deeper into the readings/videos.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.

4
Grading of Discussion Board Posts:

Each post has a maximum value of 10 points.

. Excellent post =10 points.

. Failure to post =0 points

. Late posts can only earn up to 5 points maximum

. Posts that do not rise to the level of excellent, but offer some substantive value,

will earn partial credit.

This means that there is a total of 30 Discussion Board points to be earned each week
and 210 Discussion Board points to be earned for the entire course. At the end of the
course, students’ points from each week will be added up and your total points earned
will be divided by the total point value possible to calculate your participation grade.

Discussion Board posts will be evaluated based upon:

+ Demonstrated effort to initiate a good discussion by pushing classmates towards
deeper thinking and understanding. Methods of doing this include, but are not
limited to:

o Asking questions that require classmates to clarify ideas or arguments;

o Adding new information that broadens the way the topic is being
discussed;

o Connecting back to a key point in the readings;

Offering solutions to the problems that are arising in the discussion;

o Respectfully disagreeing with each other, even if in the role of “devil's
advocate.”

+ Demonstrated effort to serve as a facilitator.

o Everyone needs to think of themselves as a facilitator in the discussion,
rather than as a passive participant. Think of the role of the teacher in a
traditional classroom discussion.

oA facilitator:

Takes responsibility for the whole discussion;
Makes connections between people’s posts;
Raises questions, challenges people;

Adds new insights; and

Reminds the group when they are getting off-task.

+ Ability to provide substantive analyze, critique and synthesis that is related to the
weekly topic and anchor readings/videos.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
5
Course Grading / Evaluation Standards

For a final grade, course requirements will be weighted as follows:

Discussion Board Participation 30%
Max of 30 points each week

Paper #1 20%

Thesis Statement (for final paper) 5%

Final Paper 25%

Group Presentation 20%

Total 100%

Submission of Work /Communication

Submitting assignments:

e In the Assignments folder, click on the View/Complete Assignment link to view each
assignment.

e Attach your completed assignments there, and click Submit to turn them in.

e You are responsible for saving all assignments correctly, so you can turn them in
electronically. You should be comfortable using word processing software, and have
reasonable keyboarding skills. All assignments will require you to use word processing
software. No assignments will be accepted in handwritten or hardcopy form. They must
all be submitted digitally through the UAlbany blackboard system.

Communication:
e | encourage you to email me at any time.

e If you need to speak via telephone, please send me an email and we can arrange a date
and time to speak.

e | will respond to all student inquiries within 48 hours — usually much sooner.

Grading Standards:
(Plus & minus grades indicate higher or lower standing within each letter grade)

A = Outstanding Achievement

Outstanding work in all respects — comprehensive, understanding, thoughtful and creative
interpretations, well focused and original insights, well-reasoned commentary and analysis.
Writing is clear, analytical, and organized. Arguments offer specific examples and concisely
evaluate evidence.

B =Good Achievement

Work demonstrates complete and accurate understanding of course materials, presenting a
reasonable degree of insight and a competent level of analysis with proper evidence. Writing is
easy to follow and well structured.

C =Satisfactory Achievement

Work demonstrates adequate understanding but may be incomplete, vague or contains some
important errors or weaknesses. Work may lack concrete, specific examples and illustration.
Writing may be awkward or hard to follow. Arguments are unorganized, without specific examples
or analysis.

D = Unsatisfactory Achievement

Work demonstrates a lack of understanding but fails to express basic aspects of the course. Work
is incomplete, and evidences little understanding of the readings or discussions. Arguments
demonstrate inattention to detail, misunderstand course material and overlook significant themes.
Discussion Board participation is spotty, superficial, and/or disrespectful of others

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
6
F = Failed
Work was not submitted or completed according to assigned parameters or completely failed to
express the most basic and elementary aspects of the course.

Numerical grade equivalents:
95-100 =A
90-94 =A-
87-89 =B+
83-86 =B
80-82 =B-
77-19 =C+
73-76 =C
70-72 =C-
60-69 =D
>60 =F

Late Assignments:

Late assignments will be accepted, but will be deducted one grade for every day the
assignment is late (24 hours from 11:59 pm on the day the assignment is due). For
example, an A paper, handed in one day late, would receive a grade of an A-. If handed
in three days late, that same paper would receive a grade of B. No assignment will be
accepted more than 6 days late, unless special arrangements have been made
with the instructor in advance of the original due date.

Incompletes:

Incompletes are not available for this course. Please withdraw before the deadline if you
are unable to complete this course.

Academic Honesty and Integrity Statement

As a community of scholars, the University at Albany has a special responsibility to integrity and
truth. By testing, analyzing, and scrutinizing ideas and assumptions, scholarly inquiry produces
the timely and valuable bodies of knowledge that guide and inform important and significant
decisions, policies, and choices. Our duty to be honest, methodical and careful in the attribution
of data and ideas to their sources establishes the foundations of our work. Misrepresenting or
falsifying scholarship undermines the essential trust on which our community depends. Every
member of the community, including both faculty and students, shares an interest in maintaining
academic integrity. For additional information about the the University’s policy on academic
honesty and integrity, please see:

https ://www.albany.edu/undergraduateeducation/academic_integrity.php

Disability Accommodations

The Disability Resource Center is available to assist with academic accommodations. You can
reach them at DRC @albany.edu or 518 442 5501 (via the Dean’s Office). Please visit their
webpage for the Reasonable Accommodation policy and other resources:

https ://www.albany.edu/disability/faculty-staff.shtml

Religious Observance

Students who observe religious holidays that may interfere with the class schedule should inform
me well in advance of anticipated absences to ensure that appropriate arrangements are made
for the completion of course work.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
7
Week|

Dates

Topic

Assignments

2/1-2/7

INTRODUCTION TO CORE CONCEPTS

Understanding the concepts of equity, power and

influence in a multicultural environment.

*Read course syllabus*

Post an introduction of yourself on the
Discussion Board

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapters 1-3)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

PAPER #1 ASSIGNMENT PROVIDED THIS
WEEK
PAPER #1 DUE NEXT WEEK
2/14 @ 11:59pm

2/8 — 2/14

WHAT DOES MULTICULTURALISM
MEAN TO ME?

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapter 7 & 11)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

PAPER #1 DUE SUNDAY
2/14 @ 11:59pm

2/15 — 2/21

MULTICULTURAL EXPERIENCES
DIVERSITY AND POLITICS

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapter 8 & 9)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

FINAL PAPER & THESIS STATEMENT
ASSIGNMENTS PROVIDED THIS WEEK

THESIS STATEMENT DUE WEEK 4
(Sunday 2/28 @ 11:59pm)

FINAL PAPER DUE WEEK 6
(Sunday 3/14 @ 11:59pm)

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.

2/22 - 2/28

THE CHALLENGES OF MULTICULTURALISM

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapters 5)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

THESIS FOR FINAL PAPER DUE SUNDAY
2/28 @ 11:59pm

3/1-3/7

URBAN MULTICULTURALISM, GEOGRAPHY
& ECONOMICS

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapters 4 & 6)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

GROUP PRESENTATION GROUP
ASSIGNMENTS PROVIDED THIS WEEK

GROUP PRESENTATIONS ARE WEEK 7
(THURSDAY 3/18 or FRIDAY 3/19)

3/8 - 3/14

URBAN PLANNING MOVING FORWARD

Read Multicultural Cities: Toronto, New York,
and Los Angeles
(Chapter10)

View PPT

Post 1 Primary Post (Due Thursday) &
2 Secondary Posts (Due Sunday)

FINALPAPER DUE SUNDAY
3/14 @ 11:59pm

3/15 - 3/19

WORK GROUP PRESENTATIONS

Group Presentations will be held on one day
this week with attendance mandatory for all
presentations on the day you are assigned.

GROUP PRESENTATIONS
Thursday 3/18 or Friday 3/19
7-8:30pm each day.

Post 1 Primary Post (Due Wednesday) &
2 Secondary Posts (Due Friday)

*|mportant: There are different Discussion
Board posts due dates this week due to the
shortened week.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.

IMPORTANT TITLE IX NOTIFICATION

In addition to serving as a part-time Adjunct Professor, I currently work full-time as Director of
the Office of Equity and Compliance and Title IX Coordinator at the University at Albany.

Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits
discrimination on the basis of sex in federally funded education programs and activities.

The SUNY -wide Sexual Violence Prevention and Response and Title IX Grievance Policies
prohibit offenses defined as sexual harassment, sexual assault, intimate partner violence (dating
or domestic violence), sexual exploitation, and stalking. These policies apply to the entire
University at Albany community, including students, faculty, and staff of all gender identities. The
University at Albany provides a variety of resources for support and advocacy to assist individuals
who have experienced sexual offenses.

Confidential support and guidance can be found through:
¢ Counseling Center (518-442-5800, https://www.albany.edu/counseling_center)
e University Health Center (518-442-5454, https://www.albany.edu/health_ center)
e = Interfaith Center (518-489-8573, httos://www.albany.edu/spirituality/onC ampus.shtml)

Individuals at these locations will not report crimes to law enforcement or university officials
without permission, except for in extreme circumstances, such as a health and/or safety
emergency.

Additionally, the advocates at the University at Albany's Advocacy Center for Sexual violence are
available to assist students (518-442-CARE, https://www.albany.edu/advocacycenter).

Sexual offenses can be reported non-confidentially to me, in my capacity as the Title IX
Coordinator within The Office of Equity and Compliance (518-442-3800,
https://www.albany.edu/equity-compliance, Hudson Building, Room 117) and/or the University
Police Department (518-442-3131, http://police.albany.edu).

Faculty members are considered "Responsible Employees" at the University at Albany, meaning
that they are required to report all known relevant details about a complaint of sexual violence to
the University's Title IX Coordinator, including names of anyone involved or present, date, time,
and location. If you report an incident of sexual violence at any point during this course, | am
mandated to refer that report to my office to be addressed as required by the Sexual Violence
Response Policy.

In case of an emergency, please call 911.

* This document may not be copied, changed, or utilized without the written consent of Professor Amelia Barbadoro.
10
Zen Buddhism

AEAS/AREL 357 (3 credits)
University at Albany, SUNY: Fall 2020

(Statue of Bodhidharma at Kenninji in Kamakura, Japan. Photo by Aaron Proffitt)

Class Time and Place: Asynchronous/Fully Online

Professor: Aaron P. Proffitt, PhD (aproffitt@ albany.edu)

Office Hours Time and Place: Online synchronous office hours will be held weekly
through Zoom. See “Announcements” page on Blackboard for more information.

Course Description

Widely known by its Japanese name, Zen (Chan in Chinese, Seon in Korean, Thien in
Vietnamese) is one of the most influential forms of Buddhism in the world. As Zen has
continued to grow in popularity and influence in the Western world, it is also one of the
most misunderstood products of East Asian culture. In this course, students will survey
the history of Zen Buddhism, from its early development in China to its introduction to
the US. Readings will consist of Buddhist texts in translation as well as English language
works by contemporary Zen masters and scholars. There are no prerequisites. All are
welcome.
Learning Objectives
- Students will examine the history of Zen Buddhism in East Asia through the lens of the

critical-historical academic study of religion.
Students will learn how to read Zen Buddhist texts critically, attentive to implicit and
explicit discursive and rhetorical goals and agendas.
Students will analyze the relationship past academic and sectarian agendas and their
impact upon the description and analysis of religion today.
Students will design and write substantial original research papers that reflect close
textual analysis and familiarity with cutting edge research on their chosen topic.

Required Materials
e All texts and films are available through our course Blackboard site.

Grading
A (94), A- (90), B+ (88), B (84), B- (80), C+ (78), C (74), C- (70), D+ (68), D (64), D-
(60), E (50)

Course Requirements
e Weekly Discussion Board Posts and Replies 50%
e Papers 50%

Discussion Board and Participation (50% )

e Each week we will work through a Module. Each module contains lectures,
readings, and sometimes audio and video resources. Students will work through
each module at their own pace, and turn in (1) discussion board post and (1) reply
to the post of a classmate. Posts and replies should each be about 250-500 words
in length and draw upon and synthesize a variety of sources from each module.
Posts and replies must cite sources. Discussion board posts and replies for a
particular module are due Sunday nights, before the next module begins.
Prompts will sometimes be provided as guidelines for the discussion, but you are
not obligated to answer all of or any of them.

Research Papers (50% )
e Mid-Term Paper,
o 5-8 pages

o Due date: 10/09-10/12
e Final Paper
o 8-10 pages
o Due date: 11/30-12/07
e As this is an upper division humanities class focused on the close reading of
primary texts and essay writing. Papers may cover issues discussed in lectures,
readings, podcasts, films, and other media. No outside sources are permitted
unless specifically recommended by professor. Additional paper guidelines will
be distributed to the class.

Accommodations for Students with disabilities or other needs
e [request that any student with a documented disability needing academic
adjustments or accommodations speak with me during the first two weeks of class.
All discussions will remain confidential. For more information, please visit
Disability Resource Center: http://www.albany.edu/disability/index.shtml
We are in the middle of a global pandemic, a major economic downturn, and
many of us may be impacted by ongoing civil unrest. If you need additional
accommodations, do not hesitate to reach out to me and/or the UAlbany
Counseling Center for help (https://www.albany.edu/counseling_center/ ).

Plagiarism

“Every student has the responsibility to become familiar with the standards of
academic integrity at the University. Faculty members must specify in their
syllabi information about academic integrity, and may refer students to this policy
for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of
academic integrity. Students are responsible for familiarizing themselves with the
standards and behaving accordingly, and UA lbany faculty are responsible for
teaching, modeling and upholding them. Anything less undermines the worth and
value of our intellectual work, and the reputation and credibility of the University
at Albany degree.” (University’s Standards of Academic Integrity Policy, Fall
2013) http://www.albany.edu/undergraduate_bulletin/regulations.html

Course Schedule
Module 1: Introduction to Buddhism (08/24-08/28)

e Lecture: Why Study Zen Buddhism?

e Watch: PBS, The Buddha

e Lecture: Life and Teachings of Buddha

e Readings: Buddha-D harma, Gatha (xxiii-iv); 3-42

Module 2: Chinese Religion and Philosophy (08/31-09/04)

e Lecture: Early Chinese Religion: Confucianism, Daoism, and Chinese Popular
Religion

e Readings: Teiser, “Spirits of Chinese Religion”; **Read the text passages
found in the lecture 2 slides.

e Video: Conversation with Terry Kleeman and Michael Puett
https://www.youtube.com/watch?v=Y NY FgEUzHwk

e Podcast: New Books Network: Celestial Masters
https://newbooksnetwork.com/terry-kleeman-celestial-masters-history-and-
ritual-in-early-daoist-communities-harvard-up-2016/

Module 3: Mahayana Buddhism (09/07-09/11)

e Lecture: The Mahayana Tradition

e Readings: The Lotus Sutra, Chapters 3 and 25; The Heart Sutra; “The Sutra
on the Visualization of the Buddha of Infinite Life,” In Three Pure Land
Sutras

e Watch: To the Land of Bliss

Module 4: Buddhist Meditation Traditions and Early Chan Buddhism (09/14-09/18)

e Lecture 1: Proto-Chan and Bodhidharma
e Reading 1: Bodhidharma; Teachings of the Fourth Chan Patriarch
e Lecture 2: Early Chan
e Reading: Platform Sutra
Module 5: Classical C han (09/21-09/25)
e Lecture 1: Metropolitan Chan
e Reading 1: "Record of Linji,” in Three Chan Classics
e Lecture 2: Classical Chan
e Reading 2: Read: “Wumen’s Gate,” in Three Chan Classics
Module 6: Seon in Korea (09/28-10/02)
e Lecture 1: Early Korean Buddhism
e Reading 1: Wonhyo, *skim the introduction, and read: “Awaken Your Mind
and Practice”
e Lecture 2: Korean Seon Buddhism
e Reading 2: Chinul, *skim the introduction, and read: “Admonitions to
Neophytes”
e Lecture 3: Later Seon Buddhism
e Reading: Hyuejeong, *skim the introduction, and read: “Seon-Gyogyeol
(Resolutions of [the Differences Between] Seon and Doctrine)
Module 7: Zen in Japan (10/05-10/09)
e Lecture 1: Rinzai and Early Japanese Zen
e Reading 1: Eisai, *read the introduction, and skim: “A Treatise on Letting Zen
Flourish to Protect the State,” in Zen Texts
Lecture 2: Dogen and Sdtd Zen
Reading 2: Dogen, Lancet of Seated Meditation (Blackboard)
Reading 3: Bendowa, In Shobogenzo 1
Film: Zen

Module 8: Late-Medieval, Early-Modern, and Modern Zen in Japan (10/12-10/16)
e Lecture 1: Zen in Late Medieval Japan
e Lecture 2: Tokugawa Zen
e Lecture 3: Zen Modemism
e Reading: Hakuin
e Film: A Zen Life
Module 9: Seon Today (10/19-10/23)
e Lecture: Modem Korean Buddhism
e Reading: Kim Iryop
e Youtube: Hwansan Sunim
e Film: Zen Buddhism: In Search of Self
Module 10: Chan Today (10/26-10/30)
e Lecture: Modem Chinese Buddhism
e Readings: Guo Gu; Yifa
e Youtube: Shengyen
Module 11: Thien Buddhism (11/02-11/06)
e Lecture: Vietnamese Buddhism
e Readings: Thich Nhat Hahn; Sister Chang
e Film: Walk With Me
Module 12: Zen in the US 1 (11/09-11/13)
e Lecture: Zen and the 60s
e Readings: Watts, Beat Zen, Square Zen; Suzuki, Zen Mind, Beginners Mind
e Youtube: Mushim Ikeda
Module 13: Zen in the US 2 (11/16-11/20)
e Lecture: Zen and BLM
e Readings: bell hooks; angel Kyodo williams
e Youtube: angel Kyodo williams
Module 14: What is Zen? (11/23-24)

° aD 40: Watch: Souls of Zen
Topics in East Asian History, Literature, and Culture

Topic: Buddhism and the Afterlife: Pure Land
Buddhism

Meeting Times and Location: TTH, 1:30am-11:50am, LC0003A
Instructor: Aaron P. Proffitt, PhD

Email: aproffitt@ albany.edu
Office Hours Time and Location: MW 1-2pm via Zoom, and by appointment

COURSE DESCRIPTION

The concept of rebirth in a “Pure Land,” a world apart from our own that is currently inhabited by
a living Buddha, is fundamental to Mahayana and East Asian Buddhist theories of death, rebirth,
and meditation. Though quite possibly the most widely practiced form of Buddhism in the world,
Pure Land Buddhism continues to be understudied and under theorized in the academic study of
Buddhism in the West. In this class, we will examine the diversity of Buddhist approaches to Pure
Lands, as well as theories of the afterlife and meditation, through a survey of Buddhist texts,
images, and material culture. While a background in Asian cultural, historical, or religious studies
will be an asset, there are no prerequisites for this class. All are welcome.

REQUIRED TEXTS
***T here are no required texts for this class. All readings are either freely available online or
posted to our Blackboard site.
Learning Objectives

- Students will examine the history of Pure Land Buddhism in East Asia through the lens
of the critical-historical academic study of religion.
Students will learn how to read Pure Land Buddhist texts critically, attentive to implicit
and explicit discursive and rhetorical goals and agendas.
Students will analyze the relationship past academic and sectarian agendas and their
impact upon the description and analysis of religion today.

- Students will design and write substantial original research papers that reflect close
textual analysis and familiarity with cutting edge research on their chosen topic.

Grading
A (94), A- (90), B+ (88), B (84), B- (80), C+ (78), C (74), C- (70), D+ (68), D (64), D-
(60), E (50)

Course Requirements
Participation (25%)
Presentations (25%)
Mid-Term (25%)

Final Paper (25%)

Presentations

Each class period, between one and three students will present their own reactions to key
passages from the text. Presentation dates will be assigned within the first two weeks of class, and
should be understood not as a test on the reading, but as an opportunity for students to lead
discussion and engage one another. Presenters will be asked to provide a handout summary of
their assigned reading that includes discussion questions, Research and resources employed for
these presentations must be limited to the assigned readings and other course materials.

Mid-term and Final Papers

There are two writing assignments for this class. The Mid-Term paper will be 5-8 pages in length,
and the Final Paper will be 10-15 pages in length. Each student will select their paper topics in
consultation with the instructor, and write a one-page research proposal. All research for these
papers must be limited to the assigned readings and other course materials.

Academic Integrity

“Every student has the responsibility to become familiar with the standards of academic integrity
at the University. Faculty members must specify in their syllabi information about academic
integrity, and may refer students to this policy for more information. Nonetheless, student claims
of ignorance, unintentional error, or personal or academic pressures cannot be excuses for
violation of academic integrity. Students are responsible for familiarizing themselves with the
standards and behaving accordingly, and UA lbany faculty are responsible for teaching, modeling
and upholding them. Anything less undermines the worth and value of our intellectual work, and
the reputation and credibility of the University at Albany degree.” (University’s Standards of
Academic Integrity Policy, Fall 2013)
http://www.albany.edu/undergraduate_bulletin/requlations.html

Disability Accommodations
I request that any student with a documented disability needing academic adjustments or
accommodations speak with me during the first two weeks of class. All discussions will remain
confidential. For more information, please visit Disability Resource Center:
http://www.albany.edu/disability/index.shtml

Course Schedule

Week 1: Introduction to Buddhism (08/23-08/27)
e Lopez, “Buddhism, In the World of the Buddha”
e To the Land of Bliss (Film)

Week 2 Introduction to Buddhism II (08/30-09/03):
e Selections from The Lotus Sutra
e Selections from The Vimalakirti Sutra

Week 3: Mahayana Foundations (09/06-09/10)

e The Three Pure Land Sutras, “The Larger Sutra,” 1-30 (Part I).

e Fujita, Kotatsu. “Pure Land Buddhism in India.” In The Pure Land Tradition, edited by
James Foard, et. al., 1-42. Berkeley: Jain Publishing Company, 2006.

Week 4: Larger Sutra, Continued (09/13-09/17)
e The Three Pure Land Sutras, “The Larger Sutra,” 31-62 (Part II).

e Schopen, Gregory. “Sukhavati as a Generalized Religious Goal in Sanskrit Mahayana Siitra
Literature.” Indo-Iranian Journal 19 (1977): 177-210.

Week 5: The Visualization Sutra (09/20-09/24)
e The Three Pure Land Sutras, “The Visualization Sutra,” 63-88.

e Fujita, Kotatsu. “The Textual Origins of the Kuan wu-liang-shou fo ching.” In Chinese
Buddhist Apocrypha, edited by Robert Buswell, Jr., 149-173. Honolulu: University of Hawaii
Press, 1990.

Week 6: Pure Land Buddhism in India (09/27-10/01)

e The Three Pure Land Sutras, “The Smaller Sutra,” 89-96.

e Nattier, Jan. “The Realm of Aksobhya: A Missing Piece in the History of Pure Land
Buddhism.” J ournal of the International Association of Buddhist Studies 23.1 (2000): 71-102.

e Harrison, Paul. “Women in the Pure Land: Some Reflections on the Textual Sources.”
Journal of Indian Philosophy 26 (1998): 553-572.

Week 7: To See the Buddhas of the Present... (10/04-10/08)
e The Pratyupanna Samadhi Sutra
e Harrison, Paul. “Buddhanusmriti in the Pratyutpanna-buddha
sammukhavasthita-samadhi sutra.” Journal of Indian Philosophy 6 (1978):
35-57.

Week 8: Chinese Pure Land Buddhism (10/11-10/15)

¢ Stevenson, Daniel. “Pure Land Buddhist Meditation and Worship in China.” In Buddhism in
Practice, edited by Donald S. Lopez, Jr., 359-379. Princeton: Princeton University Press,
1995.

e Tanluan

Week 9: Chinese Pure Land Buddhism II (10/18-10/22)
e Shandao
e Amoghavajra

Week 10: Pure Land Zen (10/25-10/29)

e Sharf, Robert. “On Pure Land Buddhism and Ch'an/Pure Land Syncretism in Medieval
China.” T'oung Pao 88.4-5 (2003): 282-331. (On Blackboard)

e Pure Land Zen, Zen Pure Land, Letters from Patriarch Yin Kuang, 19-106.
http://www.buddhanet.net/pdf_file/yin_kuang.pdf

Week 11: Korean Pure Land (11/01-11/05)

¢ Collected Works of Korean Buddhism 1: 7c!#2 Wonhyo, Selected Works, 39-41, 140-209,
215-218.

Collected W orks of Korean Buddhism 2: £04 Chinul, Selected Works, ii, 90-92, 119-120,
160-194 (and footnote 67).

Collected Works of Korean Buddhism 3: {Ai Hyujeong, Selected Works (On Blackboard),
117-126, 216-217, 218-221, 226-230, 242-243, 314-317.

Week 12: Japanese Pure Land Buddhism (11/08-11/12)
e Honen
e = =Shinran

Week 13: Japanese Esoteric Pure Land Buddhism (11/15-11/19)

e = Proffitt, Dohan, Himitsu nenbutsu sho (On Blackboard)

e Inagaki Hisao. “The Esoteric Meaning of ‘Amida’ by Kakuban.” Pacific World Journal 10
(1994): 102-115. (On Blackboard)

Morrell, Robert E. “Shingon’s Kakukai on the Immanence of the Pure Land.” Japanese
Journal of Religious Studies 11.2-3 1984: 195-220. (On Blackboard)

Week 14: Pure Land Buddhism in Tibet (11/22-11/26)

e Silk, Jonathan A. “The Virtues of Amitabha, A Tibetan Poem from Dunhuang.”
Ryikoku daigaku Bukky6 bunka kenkyijo kiyd 32 (1993): 1-109.

Week 15: Pure Land Buddhism in the US (11/29-12/03)
e Hickey, Shannon Wakoh, “Two Buddhisms, Three Buddhisms, and Racism,” Journal
of Global Buddhism 11 (2010): 1-25.
https://www.globalbuddhism.org/jqb/index.php/jgb/article/view/112

e Kyte, Lindsay, “This Land is Pure Land: The Buddhist Churches of America”
https://www.lionsroar.com/this-land-is-pure-land-the- buddhist-churches-of-america/

¢ Mitchell, Scott, “Shin Buddhism is American Buddhism” https://www.lionsroar.com/shin-
buddhism-is-american-buddhism/

¢ Nakai, Patti, “Get Real,” Tricycle (Spring 2013) https://tricycle.org/magazine/get-real/

Final Paper Dues“ *
Readings in Buddhist Texts:
The Lotus Sutra

AEAS/AREL 450 (3 Credits)
University at Albany, SUNY: Spring 2021
Fully Online and Asynchronous

e Professor Aaron P. Proffitt, PhD (aproffitt@ albany.edu)
e Office Hours Time and Place: Tuesdays and Thursdays 12:00PM-1:00PM via Zoom, and
by appointment

Course Description

The Lotus Sutra is one of the most important and influential texts in the history of East Asian
culture. In this course we will read this Mahayana Buddhist text and recent scholarship on its
impact and interpretation in India, China, and Japan. The academic study of the Lotus Sutra
provides a fascinating window into premodern and contemporary East Asian Buddhist culture.
All readings are in English. There are no prerequisites. All are welcome.

Required Texts
e Donald S. Lopez, Jr., and Jacqueline I. Stone. Two Buddhas Seated Side by Side: A Guide

to the Lotus Sutra (Princeton: Princeton University Press, 2019).
ISBN-13: 978-0691174204
Learning Objectives

Students will examine the Lotus Sutra through the lens of the critical-historical academic
study of religion.

Students will learn how to read Mahayana Buddhist sutra literature critically, attentive to
implicit and explicit discursive and rhetorical goals and agendas.

Students will analyze the relationship past academic and sectarian agendas and their
impact upon the description and analysis of religion today.

Students will design and write substantial original research papers that reflect close
textual analysis and familiarity with cutting edge research on their chosen topic.

Recommended Texts

Leon Hurvitz, trans., Scripture of the Lotus Blossom of the Fine Dharma (The Lotus
Sutra)

ISBN-13: 978-0231148955

Stephen F. Teiser and Jacqueline I. Stone, eds., Readings of the Lotus Sutra
ISBN-13: 978-0231142892

Donald S. Lopez, Jr., The "Lotus Siitra": A Biography

ISBN-13: 978-0691152202

Jacqueline I. Stone, Original Enlightenment and the Transformation of Medieval
Japanese Buddhism (University of Hawaii Press, 1999).

ISBN-13: 978-0824827717

Grading Scale Course Requirements
A 94. Weekly Discussion Board Participation (50%)
A- 90 Mid-Term Paper (25%)
Bt 88 Final Paper (25%)

B 84

B- 80

C+ 78

Cc 74

C- 70

D+ 68

D 64

D- 60

E 50

Discussion Board Participation (50% )

Each week we will work through lectures, readings, and sometimes audio and video
resources. As this course is asynchronous and fully online, students will work through
each week’s material at their own pace, and turn in at least one substantial original
discussion board post and at least one reply to a classmate. Each post and reply should be
about 250-500 words in length and draw upon and synthesize a variety of sources from
the week. Posts and replies must cite sources. Discussion board posts and replies are due
by Sunday night, before we begin the next week’s material.
Discussion Board Grading Rubric:

o A =atleast one substantial original post and at least one substantial reply to a

classmate, each 250-500 words in length, cites and synthesizes course material,
demonstrates a high level of engagement with material and contributes to
ongoing class conversation

o B =at least one substantial original post and one reply to a classmate, each at
least 250-500 words in length; cites and synthesizes course material,
demonstrates engagement with material

o C =atleast one substantial original post and one reply to a classmate, each at
least 250-500 words in length; limited citation or synthesis of course material

o D =Assignment incomplete, contributions are either too short, or do not
demonstrate engagement with course material.

o F=Assignment incomplete, either original post or reply, or both, are missing.

Mid-term Paper (25% ) and Final Paper (25% )

This is an upper division humanities class. This means I expect that each of you have already
mastered the basics of college level writing and composition. In this class you will write
substantial papers based in your close reading and analysis of The Lotus Sutra and other
assigned materials. If you are not prepared for upper division writing, please consider taking
this course later in your college career.

Mid-term: 5-8 pages, 12 font, double spaced

Final: 10-15 pages, 12 font, double spaced

Footnotes and Bibliography: Chicago Style Citations
http://www.chicagomanualofstyle.org/tools_citationguide/citation-quide-1.html

No outside material: Do not use outside material unless specifically recommended by
professor.

Accommodations for Students with Documented Disabilities or Other Needs

e I request that any student with a documented disability needing academic adjustments or
accommodations speak with me during the first two weeks of class. All discussions will
remain confidential. For more information, please visit Disability Resource Center:
http://www.albany.edu/disability/index.shtml

Plagiarism and Academic Integrity

e “Every student has the responsibility to become familiar with the standards of academic
integrity at the University. Faculty members must specify in their syllabi information
about academic integrity, and may refer students to this policy for more information.
Nonetheless, student claims of ignorance, unintentional error, or personal or academic
pressures cannot be excuses for violation of academic integrity. Students are responsible
for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and the reputation and
credibility of the University at Albany degree.” (University’s Standards of Academic
Integrity Policy, Fall 2013)
http://www.albany.edu/undergraduate_bulletin/requlations.html

Getting Started
Here are a few essays I recommend you read before class. I’ll be talking about these texts

on the first day.

o Whatis the Academic Study of Religion?: https://religion.ua.edu/links/the-students-
desk/what-is-the-academic-study-of-religion/

o Religious Studies: A Part of the Human Sciences: https://religion.ua.edu/links/religious-
studies-a-part-of-the-human-sciences/

co Theses on Method: https://religion.ua.edu/links/theses-on-method/

COURSE CALENDAR AND SCHEDULE OF READING ASSIGNMENTS

Week 1 (02/01-02/05)
Lopez, Norton Anthology of World Religions: Buddhism, “Introduction: in the World of the
Buddha.”

Week 2 (02/08-02/12)

Lopez and Stone, Author’s Introduction and Chapter 1

The Lotus Sutra, Chapters 1

Podcast: “How to Read the Lotus Sutra” https://tricycle.org/podcast/quide-to-the-lotus-sutra/

Week 3 (02/15-02/19)

Lopez and Stone, Chapter 2

The Lotus Sutra, Chapters 2

Podcast: The Life of the Lotus Sutra: https://mi.byu.edu/mip-60-lopez/

Week 4 (02/22-02/26)

Lopez and Stone, Chapters 3-4

The Lotus Sutra, Chapters 3-4

Lopez, “What Actually Happens in the Lotus Sutra?” https://www.lionsroar.com/what-happens-
in-the-lotus-sutra-unpacking-the-events-in-this-famous-buddhist-scripture/

Week 5 (03/01-03/05)
Lopez and Stone, Chapters 5-6
The Lotus Sutra, Chapters 5-6

Week 6 (03/08-03/12)
Lopez and Stone, Chapter 7, and Chapter 8-9
The Lotus Sutra, Chapters 7-9

Week 7 (03/15-03/19)
Lopez and Stone, Chapter 10-11
The Lotus Sutra, Chapters 10-11

Week 8 (03/22-03/26)

Lopez and Stone, Chapter 12-13
The Lotus Sutra, Chapters 12-13
Week 9 (03/29-04/02)
Lopez and Stone, Chapter 14-15

Week 10 (04/05-04/09)
Lopez and Stone, Chapter 16, and Chapter 17-18
The Lotus Sutra, Chapters 16-18

Week 11 (04/12-04/16)
Lopez and Stone, Chapter 19, 20, and 21-22
The Lotus Sutra, Chapters 19-22

Week 12 (04/19-04/23)
Lopez and Stone, Chapter 23, Chapter 24-25, and Chapter 26
The Lotus Sutra, Chapters 23-26

Week 13 (04/26-04/30)
Lopez and Stone, Chapters 27 and 28

Week 14 (05/03-05/07)

Tamura Yoshir6. “Japanese Culture and The Tendai Concept of Original Enlightenment” (On
Blackboard)

Jacqueline I. Stone, “Medieval Tendai Hongaku Thought and the New Kamakura Buddhism” (On
Blackboard)

Jacqueline Stone, “From Buddha Nature to Original Enlightenment”
https://conference.tsadra.org/session/from-buddha-nature-to-original-enlightenment-
contemplating-suchness-in-medieval-japan/

05/10-05/11 Last Day of Class

Nichiren, Rissho Ankoku ron (Blackboard)

Jacqueline I. Stone, “Placing Nichiren in the ‘Big Picture’”
Jacqueline Stone, “Nichiren’s Activist Heirs” (Blackboard)

Final Paper Due (05/12-05/15)
EAS 490 (9380)
East Asian Studies Research Capstone
(3 Credits)
Spring 2022

Meets WF 1:10 - 2:30 p.m. in Physics 123.
Associate Professor Anthony DeBlasi

Office: Humanities 244

Ju (best contact method)
A2-5316 (checked sporadically)
- 4:15 p.m.; F 11:00 a.m. - 12:30 p.m.; and by appointment.

Office Phone:
Office Hours:

Undergraduate Bulletin Course Description:

This course is a research seminar in which students develop a personal research project in the area
of Chinese Studies, Japanese Studies, or East Asian Studies (depending on the student's major).
The ultimate product will be an extended research paper. To complete the paper, students will
work on preparatory work such as outlining and producing multiple drafts. To maximize
opportunities for constructive feedback, students will periodically present their work to the
seminar. Prerequisite(s): A EAS 305.

Required Text:
Turabian, Kate et al. A Manual for Writers of Research Papers, Theses, and Dissertations. 9” ed.
Chicago: Chicago University Press, 2018. ISBN-13: 978-0226430577.

Other required readings will be posted on Blackboard.
The Mission for this Class:

More than anything else, the bachelor’s degree signifies the ability to formulate a research question
and provide an argument that answers that question coherently using collected evidence. That
process - from question to evidence to argument to articulation - is what we call “research.” This
class is designed to help you master that process in the pursuit of a research project that interests
you in the broad field of East Asian Studies.

If you undertake the course activities seriously and diligently, you will end the semester with a
piece of research of which you can be proud.

Hard Work:

Make no mistake research is never easy. Completing your research project will take significant
work. You will end the semester with a TWENTY PAGE PAPER (approximately 6000 words).
You will spend long hours reading, and you will engage in numerous writing ses as you
develop your research question and secure needed sources. There will be dead ends and necessary
shifts of direction along the way. If you undertake these as part of the quest (think of it as an
adventure game), you will find the time is well worth it. If, however, you try to cram chores in at the
last minute or skip the necessary steps along the way, you will be miserable, and the quality of your
final research paper will suffer (along with your grade).

Course Requirements:

Your final grade rests heavily on the final version of your research paper, but that is not the only
factor in the grade. The final grade will consist of the following components:

Attendance, Class Presentations, and Section Drafts: 15%
Research Proposal: 10%
Bibliographic Essay: 10%
Peer Reviews: 10%
Research Paper First Draft: 15%

Research Paper Final Draft: 40%

Guidelines for these

signments are contained in the course “cookbook” that will be distributed in

class and through Blackboard.

Grading System:
The course employs two types of grading:
1. Three-level Grading:

Check plus, Check, or Check minus corresponding to 95, 85, or 75 (A. B, or C). Work
never submitted counts as zero (0).
Applies to:

o Attendance, Presentations, and Section Drafts

o Outlines and Thesis Statements

o. Peer Review Reports

o PowerPoint Presentation

2. 100-point Scale Grading:

Letter grades are assigned according to the following scale: A=93-100, A--90-92, B+=87-89,
B-=83-86, B--80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69, D=63-66, D-=60-62, E=less
than 60. Work never submitted counts as a zero (0).
Applies to:

o Bibliographic Essay

o Proposal

o Full First Draft

o Final Draft

General Grading Policies:

Late papers lose one grade level for each class session that they are late (i.e., a check plus
ignment will receive a check if it is a class on late, and an 88-point assignment will
sion late).

receive 80 if one clas

Extensions are only granted for an acceptable and documented excuse (e.g., illness or
family emergency). Note that New York State law Section 224-A also provides for
reasonable accommodation for classes and assignments missed due to religious
observances. If you anticipate missing some part of the course for religious observances,
me ahead of time, so we can make appropriate arrangements.

please not
e Requests for incompletes are only considered if they (1) conform with university policy, (2)
are for an acceptable reason; and (3) are accompanied by clear documentation. Consult the
Undergraduate Bulletin for regulations concerning Incomplete grades.

Academic Integrity:

e Plagiarism and all other forms of cheating will result, at the minimum, in a zero (0) for the
assignment. Because cheating is inherently unfair to classmates, I reserve the right to fail you
for the course if I catch you plagiarizing on any assignment.

e DEFINITION: Plagiarism is using or purchasing the words or ideas of another and passing
them off as one's own work in any assignment. If you quote someone in an assignment, you
must use quotation marks and provide a source citation. You must also identify paraphrased
language and borrowed ideas with proper citations. A full discussion of the University’s
expectations for academic integrity, with examples of what constitutes cheating and its possible
consequences, is available in the Undergraduate Bulletin:
https://www.albany.edu/undergraduate_bulletin/regulations.html

Requirements of Class Participation and Classroom Decorum:
Participation in classroom activities is an important requirement of the course. To demonstrate
your engagement, you must conform to the following ground rules:

1. Arrive on time.

2. Refrain from leaving the room once class has begun, except in unavoidable emergencies.

38. Actively participate in class: take notes, participate in exercises, and contribute to discuss

4, Express your reactions to your peers in respectful and constructive terms.

5. Do NOT use electronic devices during class for anything unrelated to class.

6. Unauthorized reproduction of any course material or uploading it to any website is a form of
theft. This includes audio or video files from class sessions. If you violate this policy, I will
report you to the Dean for Undergraduate Studies and impose an appropriate penalty.

DAILY SCHEDULE:

In the table below, you will find the detailed course expectations. Each day’s general topic appears
in the second column. What we will be doing during class that day appears in the third column.
What you need to prepare BEFORE that class appears in the fourth column.

Date

Topic

Class Activity

Required Preparation

WEEK 1: What is a Capstone? or, “Learning to Fly”

1/26 (W)

Course
Introduction

Course Purpose and
Organization

Self-Introductions

Free

Past paper experience

write:

1/28 (F)

The Research

Discussion:

Assigned Reading:

Pre

Initial Topic Ideas

entation:

Process Lipson Reading Charles Lipson, How to Write a
B.A. Thesis, \" ed., pp.66-77
(Chapter 4 excerpt).
General Task:
Topic Brainstorm
WEEK 2: Refining Topics, or You’ve Got Questions, and You'll Have Answers
2/2 (W) | Topic Discussion: Assigned Reading:
Exploration Turabian Reading Kate L. Turabian et al., A Manual for

rs of Research Papers Sy

chapters | and 2 ne 5-24).

Prepare:
Topic ideas

2/4 (F)

Research
Questions and
Sources

Mini-Lecture:
sh Questions and
Sources

Resea

Report:
Faculty Meeting

Discussion:
Eco Reading

Assigned Reading:

Turabian, A Manual for Writers,
Chapters 3, pp.25-37

Umberto Eco, How to Write a
Thesis 4: An Experiment in
the Library of Allessandria,”
pp.79-103.

General Task:
Consult Faculty Member on Topic
Bibliography

‘WEEK 3:

Bibliographies, or “Just Take a Look, It’s in a Book”

2/9 (W)

Categorizing
Sources

Discussion:
Turabian reading.

Presentation:
Report on reading

Read:
Turabian, A Manual for Writers,
Chapters 4 and 16 (pp.38-50 and
149-168).

General Task:
Background Reading

2/11 (F)

Mini-Lecture:
Thesis Crafting

Discussion:
Bibliography progress

Katherine Antonova, The Essential
Guide to Writing History Essays
pp.17-29 (Chapter 2 “What is
Academic Writing”).

Writing Task:
Preliminary Bibliography

‘WEEK 4:

Research Proposal, or “Why Should I Care?”

2/16 (W) | Proposal Discussion: Assigned Reading:
Assigned Reading Lipson, How to Write a B.A. Thesis,
pp.77-80 (Chapter 4 excerpt).
Presentation:
Initial Thesis Statement
Statement
2/18 (F) | Proposal Presentation: Proposal Writing T:

Proposal

WEEK 5: Thinking Logically, or “Just Put One Foot in Front of the Other”

2/23 (W)

Outlining:
Breaking
Topics into
Logical
Sections

Mini-Lecture:
Outlining

Presentation:
State of the Bibliography

Assigned Reading:
Eco, How to >a Thesis, pp.107-
115 (Chapter 4 excerpt).

2/25 (F) | Outlining Presentation: Writing Task:
Rough Outline Rough Outlines
WEEK 6: Writing Well, or “Think About the Words that You're Using”
8/2 (W) | Individual Consultations Prepare:
Consultations Plan for Section Drafting

General Ta:
Proposal Revision and Continued
Reading

3/4 (F)

Style and
Drafting

Mini-Lecture:
Drafting

Discussion:

Strunk and White

Assigned Reading:

Struck and White, The Elements of
Stvle, 4" ed., pp.15-33 (Chapter II
“Elementary Principles of
Composition”)

Writing Task:
Revised Thesis Statement and
Proposal

WEEK 7: Peer Reviewing, or “You’ve Got a Friend”
3/9 (W) | Peer Mini-Lecture:
Reviewing Peer Reviews
38/11 (F) | Format Mini-Lecture: Assigned Reading:

Research Paper Formatting
and Apparatus

Presentation:
Report on Draft Section I

Skim Turabian, A Manual for
Writers, Chapter 17 (pp.169-222)

Writing 7
Section D:

WEEK 8: “These Vacations Are Made for Writing”

8/16 (W) | Spring Break | No Class General Task:
Continued Drafting

8/18 (F) | Spring Break | No Class General Task:
Continued Drafting

WEEK 9: Drafting, or “You're in the Trenches Now”

3/23 (W) | Individual Consultations Peer Review Report:

Consultations Section Draft I

Writing Task
Section Draft II

3/25 (F)_ | No Class No Class

WEEK 10: Returning to the Big Picture, or “Don’t You Want Somebody to Read It”

3/30 (W)

Introductions

Mini-Lecture:

Peer Review Report:

and Framing Papers Section Draft II
Conclusions
4/1 (F) Writing Presentation: Writing Task:
Adjustments Report on Drafting Section Draft III
Sections II and III
WEEK 11: Revising, or “It’s Getting Better All the Time”
4/6 (W) | Writing Presentation: Peer Review Report:
Adjustments Outline and Thesis Section Draft TIT
Statement
Writing Task:
First Draft Outline and Thesis
Statement
4/8 (F) Revision Mini-Lecture: General Task:
Revision Strategies Work on Full First Draft
Presentation of Issues
WEEK 12: Keeping the Momentum, or “You’ve Got Rhythm!”
4/13 (W) | Individual Consultations Writing Task:
Consultations Full First Draft Due
4/15 (F) Mid-Climb Discussion of First Drafts Peer Review Report:
Break Full First Draft
WEEK 13: Presenting Research, or “I’ve Got Something to Say”
4/20 (W) | Presenting Mini-Lecture: General Task:
Research Principles of PPT Design | Revision of Full First Draft
4/22 (F) | CURCE Conference Attendance Writing Task:
Undergraduate Final Research Paper PowerPoint
Conference

WEEK 14:

Developing Projects, or “The Long and Winding Road”

4/27 (W)

Research and
Next Steps

Discussion:
Extending Research
Projects

Writing Task:
Final Draft Due

4/29 (F) Research Discussion:
Process Research Process
Debrief

WEEK 15: “Looks Like We Made It”

5/5 (W) | Course Discussion:
Debrief Course Design

EAC 101: Elementary Chinese 1 #23

Blended C lass [4 credits]

(Two 80-minute classes a week, go to the classroom)

(A day with 50-55 minutes of online activities a week, go to the Blackboard)

Welcome!

This is the course description and class syllabus for Elementary Chinese 1 (AEAC 101). This
class is designed for students who are beginners in Chinese —that is, students who have limited
background or have studied little knowledge of the Chinese language. The variety of “kinds” of
modem, spoken Chinese we will be studying is the standardized version of the Beijing dialect
(sometimes called “Mandarin” in English), known in Mainland China as Putonghua (#481, lit.,
common speech) and in Taiwan as Guoyu (/i%, lit., national language). The Chinese written
characters we will study are called “Simplified Characters” (Jianhuazi), which are used today in
Mainland China. There are no prerequisites.

INSTRUCTOR CONTACT INFORMATION

Instructor: Ms. Fang Wang
Course Numbers:

Semester: Fall

Email Address: fwang8@albany.edu

For private communication with me, please use the UAlbany Email
tool on the course menu in Blackboard or contact me directly at the
Private email address above.
Communications:
Anything other than a private communication should be posted in the
Ask-A-Question forum in the course.

HU 283 (office)
Office Hours: M W 1:00pm-2:00pm, or by appointment or via zoom
OVERVIEW

This class blends two types of class attendance: (1) required in-person class attendance; and (2)
required asynchronous online activities. For in-person class attendance, you have to go to the
classroom to take two 80-minute classes a week. And for asynchronous online activities, you
have to log into Blackboard to check what activities are posted there, and you are expected to
take 50-55 minutes to finish them. The asynchronous online activities generally include:
watching videos and doing the corresponding activities, practicing characters for your
vocabulary quiz, recording your audio and uploading them, working with your peers to finish the
assigned tasks, etc.

In each main Lesson of the course, you will learn new vocabulary and sentence patterns. Y ou
will watch videos and related materials to master new vocabulary, grammar, and Chinese
characters. Y ou will engage in practice exercises through video files and other materials. When
practice exercises are completed, you will check your comprehension and knowledge of the
assigned material by completing homework exercises.

Assignments for each class meeting of the semester are listed below in the COURSE
SCHEDULE. It is essential that you study and master new vocabulary, sentence pattems, and
Chinese characters before class meetings. Y ou must be prepared to participate in class activities.
There will be quizzes in class (listed on the Course Schedule) as well as exams that are listed on
the Course Schedule.

Please note that online sessions are asynchronous, which means you do not need to log into
Blackboard at any specific time. However, you must log in and complete the lessons (that is,
master the new vocabulary, sentence patterns, and Chinese characters, and complete the assigned
homework) on or before the date/time specified on Blackboard.

*Y ou can always use blackboard.albany.edu to log into your Blackboard page, even if the
campus home page is down. Something wrong with your device is NOT an excuse for late
homework. Y ou can ask the ITS Help Desk for help if some problems happened while you are
doing homework.

COURSE OBJECTIVES

This course is designed for you to learn both spoken and written Modem Chinese. Emphasis
will be on the training of the four communicative skills: listening, speaking, reading, and writing.
Each lesson will focus on a typical daily conversation topic to teach you how to use the language
linguistically and socially appropriate. The situation exercises and the interaction with fellow
students will help you to integrate what you have learned into everyday practice.

EAC 101 fulfills the General Education Category of Foreign Language. The instructor will:

(1) Teach the basics of Mandarin Chinese, including pronunciation, grammar, vocabulary,
and sentence structure.
(2) Introduce students to the culture and customs of China.

(3) Develop listening and speaking skills in Mandarin Chinese, allowing students to
communicate with native speakers.

(4) Improve reading and writing skills in the Chinese language, including reading and
writing basic characters.

(5) Encourage students to gain an understanding and appreciation of the Chinese language
and culture.

(6) Provide a solid foundation for further language learning and development.

By the end of the course, it is expected that you will move from the novice to the
intermediate level in both oral and written communicative proficiency, a standard set by the
American Council on the Teaching of Foreign Languages (ACTFL). To be specific, students are
expected to be able to communicate their ideas correctly at the sentence level and handle simple
survival situations. For Example:

(1) Master the basic Chinese phonetic knowledge and pronunciation skills, common
vocabulary, and basic sentence patterns of Chinese.

(2) Master the basic strokes, stroke order, and structure of Chinese characters, and be
able to write the learned Chinese characters correctly.

(3) Have primary Chinese communication skills, and be able to use Chinese to solve
simple problems in daily life and Chinese learning.

(4) Have simple learning strategies and communication strategies, have a preliminary
understanding of Chinese cultural knowledge related to Chinese communication and
have a preliminary cross-cultural awareness.

General Education Learning Objectives of Foreign Language C ourse
(http://www.albany.edu/generaleducation/foreign-language.php)

REQUIRED TEXTBOOKS

Integrated Chinese, Volume 1, Textbook, 4th Edition (Simplified) PICT itixz5 Paperback
ISBN: 9781622911356.

Integrated Chinese, Volume 1, Workbook, 4th Edition (Simplified) 3c WT Wiis: ISBN:
9781622911363.

Integrated Chinese, Volume 1, Character Workbook, 4th Edition (Simplified and Traditional)
ISBN: 9781622911448.

These textbooks are available for purchase at the University Bookstore in the Campus Center.
Please note: Y ou must purchase copies of the printed versions of the textbooks. No E-books or
other electronic forms (including rentals) are allowed.

Y ou need to download the audio files online. More details are shown in the “Tutorial for
Locating Audio Files for the Text and Workbook” in the First Day Activities in the Blackboard.
HOW YOU WILL BE EVALUATED

Attendance/Participation: Y ou are expected to complete classroom activities. Attendance will
be taken. Y ou can have up to 3 absences in the semester. Arriving late or leaving class early
equals one absence. Second, the involvement in the “discussion board” on BB is also taken into
your attendance.

Students unable because of religious beliefs to attend class on certain days will be excused per
NYS Law. See Section 224-A.

e One grade notch lower for more than 4 inexcusable absences.

e Two grade notches lower for more than 6 inexcusable absences.

e One letter grade lower for more than 8 inexcusable absences.

e Additional one-grade notch lower for every 2 times of inexcusable absences after 9.

Homework Assignments: Late homework will NOT receive a grade. Please hand in your
homework in class before class starts. It is necessary to complete your homework before class.
Working on your homework in class will distract you (and others) from learning Chinese and is
not permitted.

Vocabulary quizzes: Y ou have a vocabulary quiz after learning each text. Y ou will get what
characters or words will be in the quiz on the Blackboard and you can prepare for them.

Midterm-Exam: Midterm exam will be taken after learning the first 3 lessons.
Final exam: It will cover the whole course.

Oral performance: Write your own script with your group and perform it. Y ou are expected to
memorize the script.
Make-ups: Make-ups for missed dictations and exams will be given only when the absence was
due to a documented medical issue (this means you must have a signed note from a doctor saying
you were physically unable to attend the class) or documented personal emergency. If possible,
consult with the instructor before the absence.

Course Grade: Y our grade will be determined based on the following grading system.

e Participation 15%
e assignments 20%
e Vocabulary quizzes 20%
e Pinyin exam 5%

e Mid-term exam 15%
e Final exam 15%
e Oral performance 10%

Grades will be assigned using the following scale:

Grade Minimum Maximum
A 93 100
A- 90 92
Bt 87 89
B 83 86
B- 80 82
C+ 77 79
c 73 76
C- 70 72
D+ 67 69
D- 60 62
E 0 59

Please check your grades on Blackboard regularly to make sure that your grades are being posted
and appear to be in line with what you expect them to be. If you have concems about your grades
—e.g., a grade is missing for work you submitted, a grade seems to be posted in error - OR if you
would like to dispute a grade, please contact the instructor ASAP.
INSTRUCTOR’S EXPECTATIONS

Classroom etiquette is essential.

Greet your instructors at the start of class and say thank you after class.

When your instructors give things back to you, use BOTH hands to receive them.
Wearing a hat in class is not considered polite.

e No food, drinks (except for water), or chewing gum.

¢ Do not text or check your cell phone during class.

e While in class, prepare yourself to learn.

Email Etiquette: If you need to contact me outside of class, email is your best option. Start your
message with “Wang laoshi hao (=. /ifi4, Hello Ms. Wang)” and end with “xiexie (i #f,
Thank you) ” and your name. An email that starts with only “hi” or “hello” will NOT get a
response.

Academic Integrity: An important component in learning is taking on tasks (e.g., assignments
and exams) in an honest effort to do your best possible work. Y ou are expected to tum in your
original work.

Plagiarism (from the University website): Presenting as one’s own work the work of
another person (for example, the words, ideas, information, data, evidence, organizing
principles, or style of presentation of someone else)... Plagiarism includes paraphrasing
or summarizing without acknowledgment, submission of another student’s work as one’s
own, the purchase of prepared research or completed papers or projects, and the
unacknowledged use of research sources gathered by someone else. Failure to indicate
accurately the extent and precise nature of one’s reliance on other sources is also a form
of plagiarism. Y ou (the student) are responsible for understanding the legitimate use of
sources, the appropriate ways of acknowledging academic, scholarly, or creative
indebtedness, and the consequences for violating University regulations. More
information can be found at http://library .albany.edu/usered/plagiarism/index.html

On this note, the instructor in this class takes academic honesty seriously. If you are found to be
engaging in dishonest behaviors you will be reported to the University and will receive, at a
minimum, a failing grade for the assignment or exam. Severe cases will result in a failing grade
for the course and possible expulsion from the University. It is your responsibility to inform me
if you know of any situations where academic dishonesty is taking place.
DISABILITY RESOURCE CENTER

Policy Statement: Reasonable accommodations will be provided for students with documented
physical, sensory, systemic, cognitive, learning, and psychiatric disabilities. If you believe you
have a disability requiring accommodation, please notify the Director of the Disability Resource
Center. That office will provide the course instructor with verification of your disability and will
recommend appropriate accommodations.

How to find out more: The University provides a great deal of information on the services it
offers to disabled students which can be found on the Disability Resource Center page.

DRC @albany.edu
Campus Center 130
Phone: (518) 442-5490
Fax: (518) 442-5400

TECHNICAL ASSISTANCE

If you need technical assistance when you are using Blackboard or to report a problem with
Blackboard, you can call the ITS desk.

e UAlbany ITS Help Desk (weekdays)
Open M-F during daytime business hours

Phone: 518-442-3700
Online: http://www.albany.edu/its/help

e Blackboard Support C enter (evenings & weekends)
Open M-F overnight (5:00 PM — 9:00 AM) and 24x7 on weekends

Phone: 844-852-5696
Online: http://albany.edusupportcenter.com

If you are not sure about using Blackboard, you can visit these Blackboard resource links:

e Check your browser
Be sure you are using a compatible browser and operating system.

https://help.blackboard.com/Learn/Student/Getting Started/Browser Support/Browser Checker

e Blackboard Help for Students
A set of FAQs and instructions on how to use Blackboard's features.

https://help.blackboard.com/Learn/Student

e Blackboard's Y ouTube Playlist for Students
Video tutorials about how Blackboard can support your online leaming needs.
https://www.youtube.com/user/BlackboardT V/playlists?shelf_id=3&sort=dd&view=50

COURSE SCHEDULE

The course schedule is a separate document but is considered part of the syllabus. Print the
Course Schedule and use it to guide your participation in the course.

SYLLABUS AS CONTRACT

The course syllabus is a contract for the terms and conditions of your participation in this course.
If, after reading the syllabus, you are unclear about or do not agree to the terms stated within,
please speak with the instructor or withdraw from the class.
Course Schedule

* Note that AEAC 101 is a blended course. So, there are two types of class attendance: (1) required in-person class attendance; and
(2) required asynchronous online activities. For in-person class attendance, you have to go to the classroom to take TWO 80-minute
classes a week. And for asynchronous online activities, you have to log into Blackboard to check what activities are posted there, and
you are expected to take 50-55 minutes to finish them.

*Note that the asynchronous online activities generally include: watching videos and doing the corresponding activities, practicing
characters for your vocabulary quiz, recording your audio and uploading them, working with your peers to finish the assigned tasks,

etc. Y ou will find more information on BB.

Week Day1(in class, 80 minutes) Day2(online activities, BB) Day3(in-person, 80 minutes)
Week 1 Pinyin (day 1) Pinyin (day 2) Pinyin (day 3)

Homework: workbook Homework: workbook

Week 2 Pinyin (day 4) Pinyin (day 5) Lesson 1 (day 1)
Homework: workbook Pinyin Exam Homework: workbook

Week 3 Lesson 1 (day 2) Lesson 1 (day 3) Lesson 1 (day 4)
Homework: workbook Vocabulary Quiz (L1-1)
Hand in your homework(Pinyin) Homework: workbook

Week 4 Lesson 1 (day 4) Lesson 1 (day 5) Lesson 1 (day 6)
Homework: workbook Vocabulary Quiz (L1-2)
Homework: workbook

Week 5 Lesson 2 (day 1) Lesson 2 (day 2) Lesson 2 (day 3)
Homework: workbook Vocabulary Quiz (L2-1)
Hand in your homework (L1) Homework: workbook

Week 6 Lesson 2 (day 4) Lesson 2 (day 5) Lesson 2 (day 6)
Homework: workbook Vocabulary Quiz (L2-2)
Homework: workbook

Week 7 Lesson 3 (day 1) Lesson 3(day 2) Lesson 3 (day 3)
Homework: workbook Vocabulary Quiz (L3-1)

Hand in your homework (L2)

Homework: workbook

Week 8 Lesson 3(day 4) Lesson 3 (day 5) Lesson 3 (day 6)
Homework: workbook Vocabulary Quiz (L3-2)
Homework: workbook
Week 9 Review for L1-L3 Review Midterm- Exam
Hand in your homework (L3) Midterm Exam - Speaking part (L1-L3)
Week 10 Lesson 4 (day 1) Lesson 4 (day 2) Lesson 4 (day 3)
Homework: workbook Vocabulary Quiz (L4-1)
Homework: workbook
Week 11 Lesson 4 (day 4) Lesson 4 (day 5) Lesson 4 (day 6)
Homework: workbook Vocabulary Quiz (L4-2)
Homework: workbook
Week 12 Lesson 5 (day 1) Lesson 5 (day 2) Lesson 5 (day 3)
Homework: workbook Vocabulary Quiz (L5-1)
Hand in your homework (L4) Homework: workbook
Week 13 Lesson 5 (day 4) Lesson 5 (day 5) Lesson 5 (day 6)
Homework: workbook Vocabulary Quiz (L5-2)
Week 14 Lesson 6 (day 1) Lesson 6 (day 2) Lesson 6 (day 3)
Homework: workbook Vocabulary Quiz (L6-1)
Hand in your homework (L5) Homework: workbook
Hand in your script for oral
performance
Week 15 Lesson 6 (day 4) Lesson 6 (day 5) Lesson 6 (day 6)
Homework: workbook Vocabulary Quiz (L6-2)
Homework: workbook
Week 16 Oral Performance

Hand in your homework (L6)

Final Exam: Please find it on BB

EAC 102: Elementary Chinese 1 #72 5c
Blended C lass [4 credits]

(Two 80-minute classes a week, go to the classroom)

(A day with 50-55 minutes of online activities a week, go to the Blackboard)

Welcome!

This is the course description and class syllabus for Elementary Chinese II (AEAC 102). This
class is designed for students who are beginners in Chinese and is an extension of AEAC 101 —
that is, students who have a limited background or have studied little knowledge of the Chinese
language. The variety of “kinds” of modern, spoken Chinese we will be studying is the
standardized version of the Beijing dialect (sometimes called “Mandarin” in English), known in
Mainland China as Putonghua (#18 i, lit, common speech) and in Taiwan as Guoyu ([24 i,
lit., national language). The Chinese written characters we will study are called “Simplified
Characters” (Jianhuazi), which are used today in Mainland China. Prerequisite(s): A EAC 101 or
equivalent.

INSTRUCTOR CONTACT INFORMATION

Instructor: Ms. Fang Wang
Course Numbers:

Semester: Spring

Email Address: fwang8@albany.edu

HU 283 (office)
Office Hours: M W 1:00pm-2:00pm, or by appointment or via zoom
OVERVIEW

COURSE OBJECTIVES

EAC 102 fulfills the General Education Category of Foreign Language. The instructor will: